Mihs wasc 3yr report final feb 8 2012 14

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MARSHALL ISLANDS HIGH SCHOOL THREE-YEAR TERM PROGRESS REPORT Post Office Box 4185 Majuro, Marshall Islands MH 96960 March 2012 Prepared for Accrediting Commission for Schools Western Association of Schools and Colleges February 8, 2012

TABLE OF CONTENTS Table of Contents ..........................................................................................................................................

ii

MIHS Organizational Chart .........................................................................................................................

iii

Authors, Focus Groups and Critical Areas ...............................................................................................

iv

Abbreviations .................................................................................................................................................

v

Section I: Introduction and Basic Student/Community Profile Data .................................................

1

Section II: Significant School Changes or Developments .....................................................................

12

Section III: Ongoing School Improvement ..............................................................................................

19

Section IV: Critical Areas/ School-wide Action Plan Progress .............................................................

21

A. Critical Area Progress.................................................................................................................

Critical Area 1 – Attendance Tracking and Addressing the Causes ..............................

Critical Area 2 – Research-Based Staff Development Programs ...................................

Critical Area 3 – Disaggregated Data and Their Use .......................................................

Critical Area 4 – Special Education ....................................................................................

Critical Area 5 – Maintenance ..............................................................................................

Critical Area 6 – Library .......................................................................................................

Critical Area 7 – More control of Personnel Matters .......................................................

21 21 24 25 26 27 28 28

B. 2009 Action Plan Progress .......................................................................................................

30

Section V: School-wide Action Plan Refinements ...................................................................................

39

Appendices ....................................................................................................................................................

44

Appendix A: MIHS 2012 School Wide Action Plan Appendix B: 2009 Action Plans Appendix C: 2011-2012 School Calendar Appendix D: 2011-2012 Course Schedule Appendix E Test Results Appendix F: Mid-Quarter Report Sample Appendix G: PREL Professional Development Plan Appendix H: Special Education Survey

ii February 8, 2012

MARSHALL ISLANDS HIGH SCHOOL ORGANIZATIONAL CHART MIHS Principal Evelyn Konou

Executive Assistant [New 2013]

Vice-Principal Asena Katedromo Curriculum, Instruction & Assessment

Vice-Principal Student Life & Family Involvement [New 2012]

Staff

Staff

Staff 

Security Guards (4)



Clerical Asst. (shared) (1/2)



Custodians (1)+2



Department Chairs



Faculty



Librarians (2)



Registrar



Clerical Asst. (shared) (1/2)



Counselors (2) + 1



Athletic Staff

Responsibilities: Responsibilities:      

Budget Personnel School Data Facilities Maintenance Campus Safety and Security Student enrollment & registration

Responsibilities:  Curriculum planning & support  Teaching Resources (textbook etc.  Teacher monitoring & evaluation  Professional Dev. Plan  Special Education  Class Scheduling  Student enrollment & registration

iii February 8, 2012

 Career and personal counseling  Student Attendance  After school programs  Student Body Govt.  PTA

WASC 3-year Report Authors

Leadership Team including Focus Group Chairs, plus Principal Evelyn Konou and V‐ Principal Asena Katedromo (Project Manager for report) Editors Desmond Doulatram Amanda Korell

Focus Group A

Organization for Student Learning

Manase Manase Kathy Digno

Sivaga Filolita Avigail Dubal Daniel Briggs Ted Wojcik Ulaisi Cagi Freeda Sam Imee Taala Armando Nevado Viliame Nabobo Joanalyn Juanga Ofelia Lopez

Critical Area 2. The school, in collaboration with

Junior Paul

WASC CRITERIA &

GROUP MEMBERS

CRITICAL AREAS 1 ‐ 7

the MOE, needs to identify and implement research‐based staff development programs that will provide teachers with strategies utilizing action based research to improve quality instruction.

Critical Area 7. The school and MOE need to explore ways to gain more authority in hiring, evaluating and firing school personnel.

Focus Group B

Curriculum, Instruction and Assessment

Early Watley

Sweeny Term Cherry Conception Mildred Cain Joshua Getty Jordan Prokosch Tsutomu Kawasaki

Critical Area 3. The school needs to collect,

Focus Group C Timoci Ratidara

John Dubal Charlie Donato Shiela Javier Valerie Lazickas Amanda Korell Marty Mark Rina Tibon Hannah Takju

disaggregate, and analyze assessment data to better understand the needs of the various subgroups in order to develop programs and deliver appropriate instruction for all MIHS students.

Support for Student Personal and Academic Growth Critical Area 1. The school needs to continue to examine the issues causing severe student tardiness, attendance, and truancy and implement interventions to address these problems.

iv February 8, 2012

Leadership Team including Focus Group Chairs, plus Principal Evelyn Konou and V‐ Principal Asena Katedromo (Project Manager for report) Ofelia Derequito

Focus Group D David Ngala Tristan Sill

Phaedora Harris

WASC CRITERIA &

GROUP MEMBERS

CRITICAL AREAS 1 ‐ 7

Utoane Teniu Carlwin Konou Lisa Hiram Virgie Cortado Charlette Donato Kanson Kumitak Jonien Leban Saulega Lafita

Critical Area 4. The administration and Special Education department need to review the implemented mainstreaming program to take corrective action as needed to ensure compliance with IDEA.

Resource Management and Development

Ami Ikeda Timius Anien Jovilisi Fotofili Randon Kaneko

Alfreeda Nenam Lola Schutz Jonathan Marable Cherryl Derequito Karalaini Osborne Melena Benjamin Flora Elcanir Martha Sormile

Critical Area 5. The school and MOE need to address building and facilities issues such as replacing classroom windows in the three new buildings to support a safe, healthy and productive learning environment.

Critical Area 6. The school and MOE need to identify resources to upgrade the school library facility, ensuring that there are up‐to‐date resources, state of the art technology, and the guidance of a qualified librarian.

v February 8, 2012

ABBREVIATIONS ADB

Asian Development Bank

AS-PM

Assistant Secretary, Property and Maintenance

AS-SVE

Assistant Secretary, Secondary and Vocational Education

CAT

California Achievement Tests

CIA

Curriculum, Instruction and Assessment

CMI

College of the Marshall Islands

IDEA

Individual with Disabilities Education Act

ISC

Instructional Services Center

JOVC

Japan Overseas Cooperation Volunteers

MIHS

Marshall Islands High School

MIRC

Marshall Islands Revised Code

MLA

Marshallese Language Arts

MOE

Ministry of Education, Republic of the Marshall Islands

NTC

National Training Council

NVTI

National Vocational Training Institute

PREL

Pacific Resources for Education and Learning

RMI

Republic of the Marshall Islands

SEG

Supplementary Education Grant

SIOP

Sheltered Instruction Observation Protocol

SLEP

Secondary Level English Proficiency

SWAP

School Wide Action Plan

TOEFL

Test of English as a Foreign Language

TTPI

Trust Territory of the Pacific Islands

USP

University of the South Pacific

vi February 8, 2012

Section I

Section I: Introduction and Basic Student/Community Profile Data Introduction In 2009 Marshall Islands High School (MIHS) received a three-year term accreditation from the Accrediting Commission for Schools of the Western Association of Schools and Colleges (WASC).

This three-year term progress report is required for the visiting team’s review for further accreditation. Moreover, it is a key part of the process of annual reviews, self-examination and action plan refinement that drive school improvement.

Students at MIHS confront both important opportunities and challenges in their high school experience. Looking forward to good progress by graduation, they are eligible for Pell grants at the College of Marshall Islands and any college or vocational school in the United States and scholarships from other countries. While their first language is generally Marshallese, they have benefited from studying English speaking and writing from the 3rd Grade.

However, the challenges of getting to graduation and then seeking a job or higher education are substantial. These challenges reflect critical areas for MIHS improvement. While MIHS cannot control many factors influencing learning, it is obligated to work hard to improve.

The factors limiting learning include weak preparation, the ability to recruit good teachers, community support, parental involvement, absenteeism, budgets for books and supplies, transportation, and the lack of a lunch program. Despite the obstacles, many dedicated faculty, staff and students come to school eager to teach and learn. There are many positive factors that can be built upon for improvement.

Unfortunately the annual reports and adjustments to action plans for 2010 and 2011 were not completed. Thus we present a new plan for 2012 and solutions to insure annual revisions and ongoing self-evaluation. The 2012 action plan concentrates on critical areas pointed out in 2009.

MIHS and the Ministry of Education both have new leadership that will drive improvement.

Marshall Islands High School Marshall Islands High School was the first public secondary institution founded in 1963 as a small boarding school serving students from all atolls and islands of the Republic of the Marshall Islands.

Prior to 1963, MIHS was an intermediate facility that sent students to the Pacific Islands Central Schools (PICS) located in Pohnpei, Federated States of Micronesia. Some of the teachers and leaders, past and present, graduated from PICS. Marshall Islands High School has since evolved into the biggest public secondary school in the RMI. The school has developed from a small institution to become an educational and academic center. In response to the “National Education Goals of Self-Reliance,” MIHS strengthened its focus towards vocational education. The emphasis on vocational education competed with the academic track. However, Marshall Islands High School kept its philosophy of holistic education. The Ministry of Education, MIHS administration, and the 1 February 8, 2012

Section I faculty worked diligently to improve both academic courses and vocational coures. The basic vocational courses were updated, incorporating new technology, and thereby strengthening the overall curriculum.

Among the private and the public high schools, MIHS remains the largest secondary learning institution of the republic. The school expanded its facilities in 2006 with the goal of serving more than 1,000 students. Inclusive education for students with special needs added a new dimension to MIHS’ services for youth.

With the return of the building loaned to the College of the Marshall Islands for GED, the school currently has 55 classrooms, four computer labs, one cooking room, two workshops, one sewing room, one library and a gymnasium. With all these facilities, Marshall Islands High School has the capacity to serve 1,000 students and more.

Significant improvements in the school’s overall curriculum and facilities earned MIHS a three-year accreditation from the Western Association of Schools and Colleges in 2009, becoming the first public school institution in the Marshall Islands to be accredited.

Budget Table I-1 YEAR

COMPACT

SEG

SEG ACCREDITATION

TOTAL

2009

$1,138,356.00

$30,274.00

$6,727.00

$1,175,357.00

2010

$1,141,543.00

$20,054.00

$6,726.00

$1,168,323.00

2011

$1,174,721.00

$13,034.25

$6,222.17

$1,193,977.42

2012

$1,208,254.00

$21,524.00

$9,000.00

$1,238,778.00 TOTAL:

2 February 8, 2012

$4,776,435.42

Section I

Curriculum and Other Programs Since the full study report in 2009, MIHS has continued to offer a wide variety of academic courses, vocational electives and after-school activities. A summary of the courses is given in the table below: Table I-2 Course Offerings ACADEMIC COURSES

VOCATIONAL COURSES

Pre-Algebra

Woodworking

Algebra I

Food Preparation

Geometry

Secretarial Studies

Algebra II

Health Academy

Life Science

Teacher Academy

Earth Science

Japanese

Biology

Sewing & Textiles

Chemistry

Auto Mechanics

Physics English Composition English Literature Marshallese Language Arts

OTHER COURSE

World Geography

Physical Ed

World History

Graduation Requirements A senior student at MIHS must meet the following requirement to receive a high school diploma: A. Achieve a minimum grade point average of 2.00 B. Complete a minimum of 21 credits Required Courses Credits Required English 6 Mathematics 4 Science 3 Social Studies 3 Vocational or Electives 4 MLA (Marshallese Language Arts) 1 3 February 8, 2012

Section I

Extra Curricular Activities MIHS has clubs and other school activities that meet after normal classroom hours. The clubs and programs that exist include:          

Close-Up Club College Club Debate Team Health Club Japanese Club Junior Statesmen of America Club Library Club Science Club School Choir Sports Club

Special Programs    

Senior Practicum Upward Bound Study Hall Dual Enrollment with CMI (in planning)

Faculty & Staff Demographics Over the last three years, Marshall Islands High School has hired teachers from various ethnic and cultural backgrounds. The diversity of culture and race among the teaching staff has notably exposed students to a global way of thinking. This cultural exchange has broadened students’ outlook and learning experience, and encouraged them to become more tolerant and respectful citizens. This enriching exposure will help them think globally and live in peace with people of other cultures.

4 February 8, 2012

Section I

Table I-3 Faculty and Staff Ethnicity or National Origin NATIONAL ORIGIN OF STAFF Number of Faculty and Staff

Marshallese

Fijian

U.S.

Filipino

Japanese

Other Pacific Islands & Asians

2011 - 67 2012

24

8

10

16

2

7

2010 – 64 2011

29

9

4

15

2

5

2009 - 64 2010

29

9

3

15

2

5

School Year

Table I-4: Qualifications of Staff QUALIFICATIONS Number of Faculty and Staff

A.S. degree

B.A. degree

Master’s degree

Bachelor of Educ.

B.S. degree

Certificate

High School

8

19

1

6

15

5

0

2010 – 64 2011

13

19

4

4

12

3

2

2009 2010

10

16

3

4

15

3

1

School Year

2011 2012

- 66

- 64

Marshall Islands High School Students In past years, the average student enrollment at MIHS had been 835. As indicated in Table I-5 below, student enrollment fluctuated between 650 and 750 prior to 2008. During the 2008 – 2009 academic year, student enrollment increased by 33%, as four new school buildings funded by the US Compact were completed. Since then, student enrollment has been consistent, averaging 980. In the school year of 2010 – 2011, MIHS recorded its highest enrollment in history with 1,034 students.

5 February 8, 2012

Section I Table I-5

MIHS Annual Enrollment MIHS STUDENT ENROLLMENT

School Year

Grade 9

Grade 10

Grade 11

Grade 12

Total

2003-2004

198

125

177

159

659

2004-2005

259

200

131

168

758

2005-2006

229

207

192

116

744

2006-2007

182

181

170

164

697

2007-2008

258

143

163

161

725

2008-2009

305

289

184

172

950

2009-2010

273

304

228

169

974

2010-2011

343

271

243

177

1034

2011-2012

315

281

194

180

970

The enrollment by class and gender shows evidence of a significant social problem; boys are dropping out a much higher rate than girls. As shown in the table below, boys constitute only 38% of the senior class. In contrast, boys constitute 55% of the freshman class.

Table I-6 2011-2012 MIHS Enrollment by Class and Gender Grade

Male

Female

Total

9

172

140

312

10

123

159

282

11

80

115

195

12

69

111

180

TOTAL

444

525

969

Student Attendance Student attendance is one of the critical areas previously highlighted by the WASC visiting committee, and it is one of MIHS’ greatest challenges. In an attempt to remedy this issue, the school administration has adopted new procedures (Please refer to Section IV of report for the flow chart of the attendance tracking procedure.)

School buses transport students to and from school during the week. Bus drivers follow a time table developed by the Ministry of Education. MIHS students who commute daily by bus from Rairok and Delap use student identification cards – new bus pass program in 2011-- to help decrease problems of overcrowding. The color coded passes give students living farther away a higher priority.

6 February 8, 2012

Section I

Student Test Results Over the past three years, MIHS has administered the SLEP and CAT standardized tests to improve data collection and student assessment, but not consistently. The administration of standardized tests has helped MIHS identify some weaknesses in its curriculum and areas in need of improvement. However, much work remains to be done in the use of data and it remains a Critical Area.

Secondary Level English Proficiency Test The Secondary Level English Proficiency (SLEP) test results this year show a slight decrease in scores compared to previous years. The average of SLEP pre-test scores has dropped from 34.89 to 33.00. No SLEP test data are available for the academic years of 2009-2010 and 2010-2011, as the school was undergoing a transition in administration during this time (Refer to Appendix E for more test results).

Table I-7 2008-2011 FRESHMAN AVERAGED SLEP TEST RESULTS School Year

Listening

Reading

Total

2008-2009

17.57

17.32

34.89

15.88

17.12

33.00

2009-2010 2010-2011 2011-2012

Japanese Overseas Cooperation Volunteer Test In May of the 2009-2010 school year, a Japanese Overseas Cooperation Volunteer (JOCV) administered a math test to students in grades 9-12 at most of the public and private high schools in the Republic of the Marshall Islands (RMI). The test contents were organized to align with the Ministry of Education curriculum. (Refer to Appendix E for Test Results.) Based on the data, the double bar graphs show the comparison between the national average and the Marshall Islands High School (MIHS) average on each math problem included in the test. Although MIHS was lower in some areas of the test, its total average was marginally better than the national average. Because of its size, MIHS has a great effect on the national averages. It is not clear how the detailed results of the JOVC test were used to improve instruction and learning because the 9th Grade Pre-Algebra course continues to be a challenge for students.

7 February 8, 2012

Section I

Armed Services Vocational Aptitude Battery The most current Armed Services Vocational Aptitude Battery (ASVAB) test results show improvement in all knowledge areas for 11th and 12th grade students. The test compares students in the RMI with other students around the world, but primarily in the USA. The 2009, tests showed that students had below average skills in all academic areas. Their verbal skills averaged in the 7.5th percentile, math skills in the 21.9th percentile, and science skills in the 9.15th percentile. While there were some outliers, no student was above the 50th percentile in verbal or science skills. Students scored highest in mathematics and lowest in word knowledge.

The 2011 tests show a similar pattern. The students are still below average in all areas, with mathematics scoring the highest and word knowledge the lowest. However, all areas, with the exception of general scientific knowledge, have shown a meaningful improvement, with an average improvement of 4.6 percentile points.

Armed Services Vocational Aptitude Battery

Figure I-1 ASVAB Summary for 2009 and 2011

8 February 8, 2012

Section I

Placement of MIHS Students into English at CMI The number of MIHS students placing directly into credit programs at the College of the Marshall Islands is very low, less than 2% -- see Figure I-2. The data for 2011 are very similar.

It is an important challenge for MIHS to better prepare its students for college.

CMI English Placement Test Results 80 60

%

2007-2008

40

2008-2009 2009-2010

20 0

Credit

Dev3

Dev2

Dev1

GED

2007-2008

1.95

5.84

27.27

49.35

15.58

2008-2009

0.6

4.79

8.98

63.47

22.16

2009-2010

1.81

7.23

22.89

57.83

10.24

Type of Program

Figure I-2 Placement of MIHS Students into English at the College of the Marshall Islands

School-wide Student Goals ESLR Development MIHS recognizes that a majority of its students speak English as a second language. To further our effort in helping our students fully grasp the ESLRs, the ESLRs have been translated into Marshallese with the help of MIHS Senior students. Furthermore, the translation of the ESLRs were made in a way that supports significant cultural values and beliefs that are upheld at home and are widely practiced in and out of school.

At Marshall Islands High School, we want students to grow to become critical thinkers, competent communicators, respectful people, and exemplary citizens. Throughout the academic year, MIHS faculty and staff highlight the importance of these attributes and serve as role-models of each of them. MIHS strives to help students to become productive citizens, both in and outside the classroom.

Students of Marshall Islands High School are expected to be:   

Critical Thinkers Competent Communicators Respectful of the Marshallese Culture and other cultures as well  Exemplary Citizens 9 February 8, 2012

Section I

Critical Thinkers MIHS graduates will be able to make sound judgments in making choices, and acquired the skills of using and practicing common sense, are problem solvers, and are resourceful and creative people with mathematical, scientific, and analytical minds.

Competent Communicators MIHS graduates will be able to articulate their thoughts clearly both verbally and in writing. They will be able to present ideas and concepts creatively and effectively. They will practice listening and speaking skills.

Respectful Persons MIHS graduates will be able to demonstrate respect of oneself and for others. They will respect their own culture and the culture of others. They will respect people’s property, the environment, and all in nature. They will be able to appreciate “men ko bwinid,” translated as “things that are ours that we cherish,” as a people of the Marshall Islands.

Exemplary Citizens MIHS graduates will show loyalty to their national heritage. They will be models of great character, integrity, and honesty. They will be ethical and accountable people. They will be good stewards and trustworthy people.

School Motto The School has established a Motto, LEARN: • L- Leadership • E- Enthusiasm • A- Achievement • R – Respectful • N- Never Give Up

Special Needs Students Currently, students with special needs are fully integrated into regular classes at Marshall Islands High School. Teachers from the Special Education Program (SPED) have been assigned to sit with the special needs students in the classroom to help them understand course material and instruction.

These students take a full load of classes, including vocational courses but are accompanied by their own Special Ed teacher in accordance with the IEP. 10 February 8, 2012

Section I

Governing Authority Expectations The Republic of the Marshall Islands (RMI) has a parliamentary form of government with the President (prime minister) selected by the Nitijela (parliament). The Ministry of Education (Department) is guided by the Minister of Education who serves at the pleasure of the President.

Reporting Structure President  Minister of Education  Secretary of Education  Assistant Secretary for Secondary & Vocational Education  High School Principals

According to law, MOE is responsible for evaluating the performance of each school as outlined below. §344. Evaluation of Performance of Each School.

(1) For the purpose of evaluating the thoroughness and efficiency of each of all schools in the Republic, the Department shall develop and administer a uniform, nation-wide system for evaluating the performance of each school.

(2) The system developed under Subsection (1) shall be based in part on annual testing for achievement in basic skills areas, and in part on such other means as the Department deems proper in order to: (a) determine student needs; (b) ensure student progress; (c) assess the degree to which the educational objectives have been achieved; and (d) monitor compliance with national standards and procedures. [P.L. 1991-125, §44.] [14 MIRC Ch 3, Sec. 344]

MIHS submits quarterly reports (Nine-Week Report or 870 Forms) to the Ministry of Education on enrollment, student attendance, dropouts, transfers and dismissals.

The Marshall Standard Achievement Test (MISAT) is administered by MOE to all potential incoming 9th graders. MIHS is able to accept about 80% of the students from its feeder schools.

The results of the MISAT are submitted annually to Nitijela as well.

11 February 8, 2012

Section II

Section II: Significant School Changes or Developments Principal The several changes of Principal in the years 2001 to 2011 are a factor in the slow improvement of the school. The new principal took over in June 2011 with considerable community and MOE support. One of her first acts was to seek assistance on school organization and staffing from Dr. Hilda Heine, then with PREL and now the Minister of Education as of January 2012. With Dr. Heine’s recommendations in hand, and with the support of the faculty, she was able to approach MOE and the Nitijela (parliament) in its August 2011 session for funding for a new vice principal position.

Vice-Principal: Student Life & Family Involvement

As shown in the Organizational Chart (see Page iii.), MIHS now has an approved position for a Vice Principal for Student Life and Family Involvement. The Student Life and Family Involvement VicePrincipal will head the Counseling Department and will be answerable to the MIHS principal. The Vice-Principal is tasked with ensuring that the family plays a vital role in their child’s attendance (Critical Area 1) and academic career. The counselors, supporting the Vice Principal, will assist parents in steering their children towards the path to academic success. Moreover, this newly created Vice-Principal position will directly contribute to greater student and parent accountability which is really the underlying task and overall objective of this new Vice-Principal position.

New Counselor Position

An additional counselor position was also funded, but not yet filled. That will bring the total for four, one for each class.

New Grading System

In addition, MIHS has initiated a plan to make the ESLRs a part of the grading system via report cards. Starting in Quarter 3 of academic year 2011-2012, Student Report Cards will have a Character Profile based on the ESLRs: Critical Thinker, Competent Communicator, Respectful Person, and Exemplary Citizen. They will be graded on a scale from 1-3 (1. Above Average, 2. Average, 3.

Below Average). With the introduction of the ESLRs into the grading system, greater student accountability is ensured and student ownership of the ESLRs is strengthened.

The ESLRs have been translated into Marshallese to help accommodate parents who are nonEnglish speakers. This newly introduced Character Profile will also ensure greater parent accountability for reinforcing good behavior. A Character Profile also helps MIHS administrators and teachers assess students underlying potential as good behavior is often associated with academic potential.

Mid Quarter Report

This academic year, MIHS has started doing Mid-Quarter Reports. This new Mid Quarter report has 12 February 8, 2012

Section II added benefits which are listed below:       

It ensures quality reporting It strengthens parent involvement It helps solidifies parent accountability It aids in notifying parents It notifies students of their academic standing It ensures greater student accountability It aids teachers and administrators in assessing student performance

Senior Rescue Program -- Reach Out to Village Program In an effort to support struggling 12th grade students, MIHS started a senior rescue program in the 2011-2012 school year. A committee comprised of all 12th grade teachers meets regularly to review student progress and discuss ways in which they can help their students so that all 12th graders are able to meet the academic requirements for graduation.

Within the program, teachers monitor senior students who have a D(60-69%) or F (below 60%) in one or more courses. Grades were initially evaluated at the midterm of the first quarter, and the committee follows the progress of these students throughout the semester. Identified struggling students are made fully aware of their academic progress and teachers advise them on specific ways they can improve their grades and succeed in the classroom.

By the end of the second quarter, seniors who have not managed to improve their course grades to a C (70%-79%) or higher are identified by the committee, and visits are made to those students’ homes. The purpose of the home visit is to discuss the student’s academic situation with the parents, in hopes of heightening parental involvement. Communication with the parents, as well as continual student monitoring, will continue during the third quarter of the school year.

This committee and program were devised to provide support to senior students so that they may succeed academically and graduate with a MIHS diploma at the end of the school year 2011 -2012.

At the end of the year, the committee will meet to review the program’s design and ways to improve upon it, if needed. MIHS intends to continue this program in future years, as we want to see every student graduate.

Enforcing School Policies on Conduct and Behavior: Enforcement of Zero-Tolerance Disciplinary Measures

MIHS adopted in 2011 a strict policy of rule enforcement for students with bad behavior (e.g. disruption of classroom instruction, going off campus without authorization, profanity, vandalism, etc). To ensure that students take greater ownership for their bad behavior, MIHS, under new leadership, has adopted a strict no tolerance policy to this type of bad behavior. Teachers are supporters of these measures to promote good student citizenship. Listed below are the enforcement measures MIHS administers for proper student conduct:

13 February 8, 2012

Section II

Inappropriate Student Conduct/Behavior   

First offense, students are given a warning.

Second offense, students are suspended.

Third offense, students are dismissed.

Student Attendance  Three cuts accumulate to one official absence and five marked tardy’s accumulates to one official absence.  Students shall be placed on probation for attendance when they’ve accumulated three unexcused absences.  Students shall be dismissed from school when they’ve accumulated up to five unexcused absences.  Student acquiring 20 absences, excused or unexcused, will be dismissed from school for the remainder of the school year

Notification to Parents

Parents are notified of their child’s offenses immediately and students are not admitted to class until parents or official guardians pay a visit to the counselor’s or principal’s office. (The function will soon be taken over by the new vice principal.) Contacting parents and guardians is a challenge as not all parents have mobile phones or telephone lines. However, MIHS has always utilized all forms of communication. In addition to phone calls; MIHS gives out notices to students, uses Post Office boxes, email, soon text messaging, and even announces it through the local radio station V7AB which is the most important medium used to communicate to the public.

Study Hall Tutoring Program

MIHS has begun working on its study hall tutoring program. This study hall tutoring program is not only intended to help struggling students, but it is also aimed at providing exceptional students with tutoring and mentoring experience. Several teachers and staff have already committed to this proposed program. All that remains is securing the equipment for the study hall room. To date, the principal has worked with the Bank of Marshall Islands (BOMI) and BOMI has already made a kind donation.

Detention

MIHS initiated the first ever detention program. The intention of the detention program is to teach students to be responsible students. Detention creates greater student accountability and creates a better sense of student ownership of their choices. However, the program is under reevaluation due to the large numbers of detainees.

MIHS Seniors as Model Citizens Program 14 February 8, 2012

Section II To help out with enforcement, the Senior Students of MIHS who are of good academic and behavioral standing assist with enforcement of school rules. They assist in monitoring student activity on and off campus.. They notify administrators immediately of inappropriate student conduct and assist office administrators with the proper steps to take. This newly initiated program not only complies with the ESLRs but it also instills school pride through the exemplary model citizenship of seniors who respect and obey school rules.

Redefining Student Body Government Roles

MIHS has redefined the SBG roles in an attempt to create a more accountable Student Body Government that protects school property and exhibits good behavior. The Student Body Government now helps in keeping the school grounds clean and also keeping the bathrooms clean.

Attendance Tracking

There are two database systems supplied by MOE to MIHS but neither is an effective solution for period or even daily attendance tracking. They are systems for periodic reporting (including grade) after the fact. Prior to the 2011-2012 school year, MIHS had an attendance tracking system where students themselves were accountable for their own attendance record for each of their classes during the day. Students would carry an attendance slip with them from class to class, and teachers would sign these slips to verify their presence in the classroom. Students would submit these slips to their homeroom teacher, who would then hand them to the school counselor. The counselor would input this information into the computer, and the data would be used to evaluate student attendance over time.

At the beginning of the 2011-2012 school year, MIHS felt the system of attendance tracking needed modification for the following reasons:  

Students would often misplace/lose their attendance slips, and verification of attendance had to be reconfirmed with each student’s teachers.

Students would often forge the signatures of their teachers on their attendance slips for classes they did not actually attend.

In an effort to eliminate these problems, MIHS devised an interim attendance tracking system using spreadsheets. This system keeps a more accurate account of student attendance, as the teachers are responsible for reporting absences and tardies to the office twice a day, at lunch time and at the end of the school day.

The flow chart in Section IV of this report shows the way in which the new tracking system will implemented with a school information system (SIS) that will allow retirement of the spreadsheets.

Math Open House In the SY 2010-2011, MIHS hosted a Math Open House . This program was initiated by the MOE Mathematics Department with the help of the JOCV and has been running for a last three years but for the Elementary schools only.

Math teachers from other high schools and middle school were invited to this Open House to 15 February 8, 2012

Section II observe MIHS math teachers teach math lessons in their respective classrooms. The participants were then divided into groups and discussed the strength and weakness of the lessons. At the end of the day, all the observant teachers filled survey forms which were collected by an MOE staff and then later returned to the Math Department chairperson.

Dual Enrollment

MIHS and CMI continue to discuss a Dual Enrollment program which is expected to be piloted at MIHS in the Fall of SY 2012. Dual Enrollment is intended to provide qualified students with the opportunity to enroll and earn CMI credits while still enrolled at MIHS.

MIHS Leadership Team and Focus Groups

MIHS created in 2011 a Leadership Team led by the Principal and the leaders of the four focus groups. They are aligned with the WASC criteria and meet regularly. See the preface to this report for the group memberships. Refer to the School Calendar in Appendix C for the meeting schedule.

The groups’ main activities in the first half of the 2011 -2012 school year have been to draft sections of this three-year report with particular attention to the seven critical areas highlighted by the WASC Visiting Team report of 2009. The groups have helped the leadership team formulate the 2012 action plans. Following the completion of the report, the focus groups, aided by the departmental home groups, turned their attention to executing the action plans.

Senior Practicum

The Senior Practicum in particular needs to be underscored. It is a transitional program for Voc Ed students to employment opportunities. It places senior students at the job site for during of last quarter of senior year to gain work experience; If both the employer and student are satisfied with the relationship student can become an employee after graduation. As a matter of fact several former graduates and successful completers of the Sr. Practicum have gone on to become employees as a result of their experience in the program.

Facilities

In 2011 the building on campus formerly on loan to the College of the Marshall Islands was returned. With the additional facility, Marshall Islands High School has the capacity to serve 1,000 students.

Student / Teacher Ratio

With the increase in classrooms, the teacher/students ratio changed from an average of 45/1 in previous years to an average of 32/1 in 2011 – 12 school year.

Math, English & Science New Teachers

In August to September 2011, experienced teachers hired : 2 Math, 2 English and 2 Science. This is no doubt of a great impact on instruction in these subject areas.

16 February 8, 2012

Section II

Improvement to the Teachers’ Lounge

In August of 2011, a refrigerator and microwave were bought for the teachers’ lounge. Teacher is one of the key factors that influence the students learning performance. The school strongly believes that once teachers are happy, quality of learning will be increased.

Math Building

All the classrooms in the math building equipped with new whiteboards as requested by the math department.

The school believes a good learning environment will affect the student learning performance and teachers as well.

Study Hall

In 2011 MIHS started working on its study hall tutoring program to start in early 2012. This study hall tutoring program is not only intended to help struggling students, but it is also aimed at providing exceptional students with tutoring and mentoring experience. Several teachers and staff have already committed to this proposed program. All that remains is securing the equipment for the study hall room. To date, the principal has worked with the Bank of Marshall Islands (BOMI) and BOMI has already made a kind donation.

Civic and Social Achievements

In the summer of 2010, eight of the Marshall Islands High School senior students from the debate team went to North Carolina, USA to attend the Conference of National Affairs (CONA), which is run annually by the Youth Men’s Christian Association (YMCA). This was the first time that the Marshall Islands was represented at this conference. CONA is a student run debate conference, and the best student debaters are chosen from each state to attend. That year, the conference was attended by over 700 students from around the United States. One of the students from MIHS made it as far as the semi-finals.

Figure II-1: MIHS Debate Team

One student from MIHS participated in this year’s Junior Statesmen of America program.

Gates Millennium Scholarship

In 2011, MIHS Senior Anthony Dujmovic, Jr was awarded the coveted Gates Millennium Scholarship becoming the first MIHS student to receive this award earning him complete college funding through to a PhD. Only three Marshallese have received this coveted award to date.

17 February 8, 2012

Section II

Summer School 2011 A six-week summer program for Math and Reading was held in 2011 for students who were below 2.0 GPA in math and reading.

18 February 8, 2012

Section III

Section III: Ongoing School Improvement A. Description of the school’s procedures for the implementation and monitoring of the single school wide action plan.

MIHS Leadership Team and Focus Groups MIHS created in 2011 a Leadership Team led by the Principal and four focus groups aligned with the WASC criteria that meet regularly. See the preface to this report for the group memberships. Refer to the School Calendar in Appendix C for the meeting schedule. The groups’ main activities in the first half of the 2011 -2012 school year have been to draft sections of this three-year report with particular attention to the seven critical areas highlighted by the WASC Visiting Team report of 2009. The groups have helped the leadership team formulate the 2012 School Wide Action plan. Following the completion of the report, the focus groups, aided by the departmental home groups, turned their attention to executing the action plan by first setting up a Monitoring Committee.

MIHS WASC Monitoring Committee As indicated in Section II of this report, the WASC Monitoring Committee is tasked with monitoring the progress of the new 2012 School Wide Action Plan. Provided in the bullet points below is a detailed description of said Monitoring Committee: 

  

To avoid duplicating efforts, the members of the WASC Monitoring Committee is composed of the WASC Steering Committee/Leadership Team. This makes data and information sharing easier. Please refer to preface of this report for group leaders (Leadership Team).

The Monitoring Committee (Leadership Team) utilize their existing focus groups to collect data Focus groups conduct quarterly reports under the direction of the group leaders who are members of the Monitoring Committee Quarterly Reports are collated by the Leadership Team and the Monitoring Committee uses quarterly reports to do the annual reports

B. The Integration of plans into one single School Wide Action Plan In drawing up the 2012 action plan, the leadership team and the focus groups learned a lot from the 2009 action plans and produced a final draft of one single school-wide action plan that fully addresses the critical areas. The plan has been aligned with the WASC criteria. An effort was made to concentrate on the Critical Areas and have fewer but more significant action items. Accomplished or “Not SMART” actions will be deleted. Action 19 February 8, 2012

Section III steps from the previous 2009 action plans that were identified as on-going priorities were included in the 2012 School Wide Action Plan.

C. Preparation of annual progress reports, as well as this midterm progress report No progress reports were produced for 2010 or 2011. As indicated in the section above, a monitoring committee has been set up and will monitor and produce reports regularly to ensure future consistent reporting and progress monitoring.

D. Action plans The MIHS 2012 School Wide Action plan can be located in Appendix A and the 2009 Action Plans can be located in Appendix B of report. For a detailed narrative of the new 2012 School Wide Action Plan, please refer to Section IV and V of this report.

20 February 8, 2012

Section IV

Section IV: School-wide Action Plans/Critical Area Progress A. Critical Area Progress MIHS has attempted to address its critical areas in conjunction with its existing action plans.

It has been a very difficult task to fully address these areas over the past three years given MIHS administration changes and high teacher turn over. Despite these many difficulties, there has been notable progress that is elaborated below.

Critical Area 1 – Attendance Tracking and Addressing the Causes of Attendance Problems Student Attendance, tardiness, and truancy are ongoing issues. A focus group dealing with this issue has been set up. The group meets on a regular basis to discuss possible interventions. Until Fall 2011 attendance data were collected manually and teachers reported weekly for entry into a database periodically. Since early in the Fall 2011 attendance data have been collected twice daily and entered in a spreadsheet by office staff. The ultimate attendance tracking goal with a full school information system is illustrated below.

Marshall Islands High School Attendance Tracking Processes 1. Processing of Absence Slips –Daily by the end of the day

Teacher enters attendance directly or turns in absence slip

Attendance person & counselor input absence slips

Absence records open in database

Online & daily summary reports

2. Issuing Admit Slips -- Daily

Student goes to office with excuse

Attendance person looks at report or does computer look-up

Attendance person issues admit slip -- excused or unexcused

3. Counselors and Admin staff -- Daily     

Student goes to class Make inquiries, run reports Update / correct records Add counseling session info Generate letters to parents Generate warning or expulsion letters to students

4. Archive & backup processes

Figure IV-1 21 February 8, 2012

1. Input admit slip info if not already done online to update db 2. File paper excuses & slips

Section IV

Since the middle of the first quarter, MIHS has been aggressively collecting attendance data.

The data indicate that students came to school late in the morning during the first period and after lunch during the sixth period. The school does not provide lunch. Based on the collected data, MIHS assumed that transportation and a lack of school lunch caused severe tardiness, absence, and truancy. Said attendance data also revealed that students were cutting classes during their five minute interval when they are switching periods/classes. After carefully reviewing the data, the MIHS administration in collaboration with the WASC Leadership Committee began to collaboratively implement several policies and protocols to help alleviate the issue.

One of the biggest steps MIHS took was its implementation of the closure of the gate on January 18, 2012 during classroom hours. The reaction of the community and teachers was positive. The Minister of Education made a statement in the Nitijela (parliament) supporting the gate closing and asking for the police to enforce the existing curfew for students. How long the gate closing action is required is under evaluation.

A major development in mid 2011 was the Principal’s request for school structure study.

Among the recommendations was one for a new position of Vice Principal for Student Life & Family Involvement. The position was approved and a person selected in early February 2012. The duties will include:  Establishes effective relationship with students, parents, and community  Responsible for maintaining attendance tracking and investigating the causes of absenteeism.  Assists parents in promoting learning including visiting homes  Administers and coordinates school discipline and maintains necessary discipline records  Serve as liaison in coordinating supportive services and other social agencies to meet student and family needs  Coordinates and supervises student activities  Writes reports relative to conferences, suspensions, court reports, etc.  Assists in determining and implementing school organization, student placement, evaluation, and services and programs to meet the needs of individual students.  Provides for changes in schedules and programs that provide for the needs of children Other recent developments include  Mid-Quarter Reporting (Refer to the appendices for a sample).  Security Guards as hall monitors and truancy officers  Enforcement of a Zero Tolerance Disciplinary Measures o Inappropriate Student Conduct/Behavior  First offense, students are given a warning.  Second offense, students are suspended.  Third offense, students are dismissed.  Currently, 10th grade alone, there are eight students on Warning 22 February 8, 2012

Section IV

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Status for Alcohol Use and two have been suspended. o Student Attendance  Three Cuts accumulates to one official absent and five marked tardies accumulates to one official absent.  Students shall be placed on probation for attendance when they’ve accumulated three unexcused absences.  Students shall be dismissed from school when they’ve accumulated up to five unexcused absences.  Student acquiring 20 absences, excused or unexcused, will be dismissed from school for the remainder of the school year o Shutting the School Gates during Class Hours  Gate closes at 8:15 am; opens at 11:50 for lunch  Gate closes at 12:50 pm and opens at 3:30pm  Students need official permission slips signed and stamped to leave when classes are in session Notification to Parents o Parents are notified of their Child(s) offenses immediately and Students are not admitted to class until parent(s) or official guardian(s) pay a visit to the principal’s office.

Detention o MIHS administered the detention program for a short while but staff shortage caused the program to cease. The detention program is expected to be replaced by an in school suspension program as indicated in our new refined 2012 School Wide Action Plan.

MIHS Seniors as Model Citizenship Program o Senior students act as school enforcement agents Redefining Student Body Government Roles o MIHS has redefined the SBG roles in an attempt to create a more accountable Student Body Government that takes ownership of school property. The Student Body Government is now in charge of the school bathrooms.

Rewrite Teacher, Student, and Parent Handbook o MIHS is currently rewriting its handbook in an effort to empower teachers and to provide greater student and parent accountability. o Handbook is distributed to parents, teachers, and students during registration so that MIHS school rules and regulations are understood Senior Rescue Program Meetings with Minister and Secretary of MOE. The newly-appointed Minister of Education has already brought up MIHS’ truancy and attendance issue to Parliament and has solicited cabinet approval to increase National Police enforcement of curfew and truancy laws.

Attendance Database Software, part of a School Information System o MIHS committed to purchase a school information system (SIS) called PowerSchool in February 2012. o The SIS software will allow MIHS to easily examine the statistics of tardiness, attendance, and truancy in the future. The system will of course 23

February 8, 2012

Section IV be equally helpful in guiding academic interventions. o Intervention programs will be based on this accurate data and reports to parents will now be sent out in a timely manner.

Critical Area 2 – Research-Based Staff Development Programs In an effort to provide MIHS teachers with quality researched-based staff development programs, the administration in collaboration with the teachers, going forward, will a list of areas in which teachers need the most support. This will be accomplished through a process of communication:    

Teachers report topics of interest/needed support to department chairs Department chairs report list of requested workshop topics to administration Proposals are sent to MOE for approval If approved, MOE works with MIHS to organize workshop

Since the self-study in 2009, MIHS has provided a variety of teacher workshops. Workshop topics have included:   

American Sign Language Special Education Information Technology

The classroom observations lead by the Vice Principal for Curriculum & Instruction started in the 1st quarter of school year 2011-12. Results from the classroom observation will be evaluated and used to identify what areas in teaching need to be improved. It is not for punishment.

MIHS and MOE has asked PREL to provide services in conducting three research based staff development programs in the areas of reading and writing skills, math and science in the summer of 2012 – see the attached plan in the Appendix G for the training outline.

MIHS also provides teachers with opportunities to attend conferences to further their educational knowledge and skills. Since the self-study, teachers have attended two conferences: 

Pacific Islands Bilingual Bicultural Association (PIBBA) 29th Annual Conference, RMI 24

February 8, 2012

Section IV  

27th Pacific Educational Conference (PEC), FSM Special Education Workshop in Honolulu Hawaii: 2 MIHS Teachers attended this training

MIHS continues to work towards providing workshops more regularly.

Critical Area 3 – Disaggregated Data and Their Use MIHS has begun collecting data to better understand the needs of it students. Currently MIHS uses Standardized Tests and several other methods to meet the demands of its students for a better more effective learning environment that is specifically catered to its student population. Listed in the bullet points below are several of the existing procedures and steps MIHS has taken in its effort to increase its data collecting efforts. 



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SAT10 o SAT10 materials have arrived and will be administered soon. o Beginning next year, SAT10 will be administered regularly on a semiannual basis at the end of the 1st quarter and at the end of the 4th quarter. o Initial test results, especially disaggregated data, will be used to identify appropriate instruction plans for students when school resumes in August 2012.

MISAT o RMI MISAT results in 2011 were used to group 9th grade students to sections according to their performance on the test, ninth grade has 10 sections. o It was also shown that students with high score on the MISAT did better on their studies compared to the students with low MISAT score. o MISAT 2011 results, gave 9th grade teachers a better understanding of the needs of various subgroups within their respective classes. o Teachers also use the MISAT scores as a basis for delivering appropriate instruction.

Grouping Students based on Academic Ability o Grouping students based on academic ability, although it may seem discriminatory, helps MIHS better accommodate student learning. o Culture also plays a huge factor as struggling students are often intimidated to come to class or even participate in classroom activities when around their more successful peers (exceptional students). o As indicated above, 9th graders are grouped based on their MISAT scores o Grades 10-12 are grouped together based on GPA o Special Education Students are grouped together into certain section so as to have enough special education teachers to accommodate them. MIHS is currently working on hiring more qualified special education teachers as 25

February 8, 2012

Section IV

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indicated in our new action plan but as of the moment, students are grouped together based on their disability.

Better use of CAT and SLEP data o Current use of CAT and SLEP data is not in a disaggregated way. This will be changed in the future with the aid of some moderately priced equipment and software.

In order to better understand the needs of both students and teachers, MIHS has also taken the following steps: 

Created focus groups o During the first quarter of the 2011-2012 school year, focus groups were created in an effort to gather and examine, for this report, information in a variety of areas concerning the school, its faculty, staff, and students. These areas include: student attendance, staff development programs, special education, building facilities, academic resources for both students and teachers, and school personnel evaluations. Focus groups have been, and continue to, meet weekly to discuss their specified topics. Additionally, larger meetings with all groups present take place regularly in an effort to share information, ideas, and progress. These groups will continue and produce reports and studies in subsequent years.



Created schemes of work by subject areas o At the beginning of the 2011-2012 school year, every department devised schemes of work for each subject and grade level. This was done in an effort to streamline curriculum, so that all students are taught the same material across the grade level and testing between classrooms is very similar, if not the same. At the end of the school year, every department will re-evaluate their schemes, and make any adjustments, so that they can be utilized and referenced the following year.

Critical Area 4 – Special Education In complying with the Individual Disability Education Act (IDEA), MIHS this school year adopted several procedures to better identify and address the needs of its special needs students. Listed in the bullet points below are several of the existing procedures in place:  

Grouping Special Needs Students together in a class section – because of limited Sped teachers, the school group students to one section in each grade level Special Needs students are required to present their Individual Education Plan (IEP) when registering. The handbook has been updated to reflect this change.

26

February 8, 2012

Section IV  

Student IEPs with goals and objectives were created and made available in the classrooms.

MIHS currently has four qualified Special Education teachers but is working on acquiring more. One is assigned to each grade level. Two of these teachers were just recently hired at the beginning of this year. One of the Special Education Teachers specializes in Sign Language and is assigned to hearing impaired students. MIHS is working on hiring more qualified Special Education Teachers. It is an ongoing issue as there are very few qualified special education teachers on island.

The Special Education Department drafted an action plan step which has been included in the single 2012 School Wide Action Plan. The Special Education Department action plan was drafted in the SPED department's attempt to fully address and comply with the Individual Disability Education Act (IDEA). In the future, student IEPs with goals and objectives will be created and made available in the classrooms at least two weeks before school starts.

Establishment of a true Special Education Department with appropriate resources remains a heavy challenge for the school given its limited human and financial capacities to meet the demands of its special needs students. In helping comply with IDEA, the Special Education Department and the general education teachers will work together in the modification of lesson plans, instructions, techniques, and testing in order to achieve the modified learning skills of the special needs students. They will utilize several teaching strategies to better accommodate students with special needs. These include positive behavioral interventions, direct instructions and communication, homework, and tutoring.

Additionally, to supplement accommodated instruction further; instructors will use audio-visual aids, picture words, maps, and poster graphs. Furthermore, the SPED Department will utilize surveys to assess the overall performance of the SPED department, its students, and its student data profile (Refer to the Appendix for survey sample.).

Critical Area 5 - Maintenance In order to promote a safe and healthy learning environment for MIHS students and teachers, the following has been done:       

Replaced windows in 4 new classroom buildings with safety materials (Buildings F, E, D, and G).

Replaced roofing on the M Building.

Replaced railing in front of the AM building that housed the administration, library and the seven math classrooms located on the 2nd floor.

Replaced the railing in front of the B building Established daily building clean-up schedules and weekly curbside clean-ups Repainted crosswalks leading to school gates Informed and reminded students of existing emergency evacuation plans 27

February 8, 2012

Section IV    

Enforced rules against drugs, alcohol, and betel nut usage on campus Assigned two security guards daily to the main gate because of student traffic in the morning, lunch period, and after school.

Sold clean drinking water from Pacific Pure Water Purchased four fans for each classroom.

In the near future, MIHS will create a checklist to be performed monthly, so that staff can easily assess issues and maintain a safe and secure high school campus. Such measures will also help the administration, staff and MOE create a cohesive maintenance plan for the school.

Critical Area 6 - Library The Library is an ongoing struggle for MIHS. With its limited budget, acquiring the necessary resources to upgrade the library is a hefty challenge. Currently, a majority of Library resources are made by in-kind donations. Loosely summarized in the bullet points below are several of the progress to date:      

MIHS was awarded 15 netbooks last year and a one year internet connection for winning the first place for the spelling bee contest. These netbooks were installed in the library for student research-related school activities and projects.

Currently, MIHS has two librarians one of which has obtained a library certificate from USP that staffs the library. MIHS is hoping to hire a certified librarian soon.

Library has been equipped with wireless Internet capability Library has been equipped with a flat screen TV for Student and Teacher use Library has the newly installed KOHA cataloging software system Library has receives donated books regularly from organizations, communities and schools which include the following: College of the Marshall Islands, the Mormon Church, ROC, etc.

Critical Area 7 - More Control of Personnel Matters MIHS is currently working closely with MOE to discuss the issue of control over personnel as hiring and firing school personnel is done exclusively by the Public Service Commission (PSC). as indicate. However, despite the fact that MIHS can’t overstep PSC’s mandate, MIHS has begun applying several techniques to speed up the hiring and firing process to help accommodate its disadvantage. Listed in the bullet points below are several of the existing actions in place that MIHS had administered in its attempt to play a more active role in the hiring and firing process: 28 February 8, 2012

Section IV

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PSC consults MIHS when hiring personnel o The new existing procedure is that PSC never hires without first consulting MIHS. Constant vigilance is required to enforce this. o MIHS makes the recommendations for new hires and PSC hires based on MIHS’ recommendation Advanced Contract Renewal Notice o Teachers are given forms to complete by January. o MIHS submits completed forms to MOE and MOE submits the list of teachers/staff to PSC and PSC acts on it o This new policy grants PSC an extra four months and helps ensure that teachers are hired on time.

Advanced Summer School Availability Notice o Teachers are given forms to complete by January. The former policy was that teachers completed their forms by May. o MIHS submits completed forms to MOE and MOE submits the list of teachers/staff to PSC and PSC acts on it o This new policy grants PSC an extra four months and helps ensure that teachers are hired on time.

Advanced Vacation Notice o Teachers are given forms to complete my January. The former policy was that teachers completed their forms by May. o MIHS submits completed forms to MOE and MOE submits the list of teachers/staff to PSC and PSC acts on it o This new policy grants PSC an extra four months and helps ensure that teachers are hired on time.

MIHS principal meets with MOE on a regular basis o The MIHS principal meets with the Assistant Secretary for Vocational and Secondary Education regularly o Additionally, upon request, the MIHS principal meets and continues to meet with the Minister and Secretary of Education o MIHS Principal has been meeting with Minister and Secretary to try and change the law related to the PSC. MIHS is working on reinstating the Education Personnel Management System (EPMS) o This will require an act by the Nitijela (Parliament) to reinstate authority once granted but then surrendered for reasons unknown to present staff. o The reinstatement of the EPMS will address most of the problems of hiring, evaluation and firing which will overall improve the quality of instruction. o This may take one or more years to negotiate. The reinstatement of EPMS has been added to the 2012-13 School Wide Action Plan (SWAP).

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Section IV

B. 2009 Action Plan Progress Over the past three years, MIHS has seen progress in terms of its 2009 action plan despite its capacity constraints. Several of the 2009 action steps for the action plan were carried onto the new and refined 2012 School Wide Action Plan but many of the action steps for the 2009 action plans have been omitted or consolidated in the new refined action plan. To avoid redundancy, progress will be explained in the sections below. Also provided in the sections below a brief explanation is given as to why action step was omitted, changed or carried into the new 2012 School Wide Action Plan. For a full view of 2009 Action Plans, please refer to Appendix B of report.

Action Plan #1: Curriculum and Instruction Continuous Professional Development Professional Development is an ongoing priority and as such has been dealt with relative ease. To date MIHS has invested in the professional development of various teachers and administrators. Said professional development is elaborated below: 

Principal’s Institute (July 2011) Timus Anien, Evelyn Konou, Asena Katedromo

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Pacific Education Conference Pohnpei, FSM (July 2011) Asena Katedromo, Alfeeda Nenam

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Special Education Workshop on IEP (July 2011) Jonien Leban , Kanjon Kumtak

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Turtle Conservation & Environmental Science Curriculum (July 2011) Timius Anien, Charlie Donato

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Climate Change Science Teacher Training, USP (July 2011) David Ngala, Jovilisi Fotofili, Kathy Digno, Charlet Donato, Shiela Javier and Jabwill Ned

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Certificate IV in Training and Assessment USP (AUSAID funded – June 2011) Manase Manase, Randon Kaneko, Waqa Sovaki

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ADB-RMI TVET Strategic Planning Seminar (May 2011) Evelyn Konou, Asena Katedromo

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Management Skills Training (October 2010) Peter Anjain

On-going Curriculum Workshops To date, MOE has offered curriculum workshops for the elementary level, but there have been none for the high school level. This is subject to change under the new administration.

Currently the MIHS Principal has been meeting with MOE to discuss this issue as professional development is an on-going priority.

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Section IV

Encourage Teachers’ Higher Educational Qualifications Ensuring quality instruction has always been an underlying goal and an on-going priority for MIHS. MIHS has continued to encourage its teachers to seek higher education. Since 2009, various staff members have already received additional training and education. Going forward, this goal comes under Critical Area 2, staff development. As listed below, there are currently eleven staff members who are continuing or have obtained recent higher education: 

Ms Avigal M. Dubal Diploma in language & Literacy Education, university of the Philippines, Open University (April 2011)

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Carlwin Konou & Lisa Hiram Ongoing Bachelor of TVET, USP

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Ms Phaedora A. Harris & Manase Manase Ongoing Masters in Education, USP

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Ms. Lola Schutz Bachelor of Science in Education, BYU Hawaii (April 2011)

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Ms. Alfreeda Nenam Ongoing Library Service Certificate, USP

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Mr. Romeo Aiseia Ongoing BS IT, BYU Hawaii

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Mr. Sweeny Term Ongoing Masters in Mathematics Curriculum, UH Manoa

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Ms. May Win Mendez Ongoing MBA, International Academy of Management & Economics, Philippines

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Ms Virgie B. Cortado Ongoing Masters of Science in Biology, Adventist University of the Philippines

Build on Teaching Resources Acquiring sufficient educational resources is an ongoing struggle for MIHS. There may be enough textbooks for a certain class but there aren’t enough textbooks for all students to take home. Limited textbooks are signed out at the discretion of the instructor. This causes a disruption in the students learning process and this has been a recurring issue. Progress on the MIHS Textbook issue is further explained in the bullet points below:  

Science: Science department has only classroom sets for all of its classes.

Social Studies: Social Studies department has only classroom set for all classes.

Geography and History textbooks are currently the only textbooks that are in sufficient quantities for students to take home.

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Section IV    

Math: Books are now available for all students and grade levels, both texts and workbooks to take home.

English: Not all reading textbooks are available for all grade levels. Writing textbooks are available for grades 9 and 10 only.

Computer: New Computer textbooks have just arrived Vocational: Students are sharing textbooks

It is MIHS’ primary goal to ensure that every one of its students has a text book for every class to take home for their independent study. MIHS is working with MOE to acquire sufficient textbooks for the English and Science Departments so that students can take their books home. This action step has been refined and included in the 2012 School Wide Action Plan as it is an on-going priority.

Create organized afterschool extracurricular activities MIHS has always created extracurricular activities for its students as can be found in Section I of this report. The new clubs and activities that were added since 2009 are the Junior Statesman of America, Close-Up Club, Dual Enrollment, College Club, and the Study Hall mentoring program. The action step has been reworded and included in the new 2012 School Wide Action Plan and reworded to reflect the need to set up extracurricular activities prior to the start of the school year.

Action Plan #2: Teacher Evaluation and Support Re-write Teachers Handbook MIHS has already updated the Teacher’s handbook and will continue to do so annually. The school handbook was re-written and updated to help accommodate the issue of parent, teacher, and student accountability. Sections have been updated to reflect the current situation of the school and new policies and procedures have been adopted to help rectify the issues particularly student attendance and bad behavior. MIHS realizes that the handbook has to be updated regularly on an annual basis to reflect annual changes. The action step has been reworded and included in the 2012 School Wide Action plan as it is still an on-going issue.

Conduct Semi-annual Evaluations MIHS has always continued to conduct evaluations on a regular basis. In addition to teacher /administrator evaluation, MIHS conducts student and self-evaluations and has also utilized other methods of evaluation such as peer teaching and class room visit evaluations.

Furthermore, MIHS is also being evaluated by the evaluating team of MOE. Conducting semi-annual evaluations is already an existing practice that is done regularly by MIHS but was deemed necessary to include in the new 2012 School Wide Action Plan.

Create Departmental Support Systems MIHS utilizes various techniques in offering Departmental Support which is loosely 32 February 8, 2012

Section IV summarized in the following bullet points below:     

Department meetings are conducted every month, more are conducted upon request Department Chairpersons have an open door policy so concerns and assistance is immediately addressed MOE offers assistance when MIHS lacks the capacity to substitute for all teachers (e.g. Since some of the newly hired teachers were not yet on island in SY 2011-2012, MOE staff came and substituted).

The school administration instructed each department to organize a substitute teaching program when the teacher is away School Administration in collaboration with each department has an existing substitute program composed of school counselors as substitute teachers

As indicated in the bullet points above, MIHS already has a Departmental Support System in place which is why the action step was omitted in the new 2012 School Wide Action Plan.

Develop a Mentoring Program MIHS has a mentoring program in place which is loosely summarized in the following bullet points below:       

New teachers are guided by the chairpersons of each department and the school administration MIHS has an open door policy so new teachers are encouraged to ask questions New teachers undergo orientation at the beginning of the year Staff and faculty meetings are conducted regularly Department meetings are conducted monthly Focus Group meetings which most teachers are a part, meet regularly Upon request, new teachers are assigned an in class mentor by the department chairs to help them adjust

As indicated in the bullet points above, MIHS already has a basic mentoring program in place which is why the action step was omitted in the new 2012 School Wide Action Plan.

However, further efforts may be made as part of a new professional development program.

Upgrade Library Facilities and Resources The library continues to be an ongoing issue with MIHS’ current limited resources and capacity constraints. Progress was reviewed above as Critical Area 6. To fully address the lack of library resources, said action step was carried on into the new 2012 School Wide Action Plan.

Provide monetary compensation for teachers who take on extra responsibility Despite it being a constant struggle given MIHS’ limited budget, MIHS has attempted to 33 February 8, 2012

Section IV provide as some monetary compensation for teachers who take on extra responsibility. Here is a list of previous and current annual compensation packages in place:   

In SY 2009-2010: Chairpersons received $700.00 In SY 2010-2011: Chairpersons received $300.00 In SY 2011-2012: Chairpersons will receive $300.00

The action step was identified as an on-going need and has been changed in the new 2012 School Wide Action Plan in Category A as a need to provide non-monetary compensation..

Create an incentive system MIHS has utilized various incentive techniques in its attempt to reward regular teacher attendance and commitment which is loosely summarized in the bullet points below:   

In 2009-2010, a teacher with perfect attendance was given an opportunity to attend a PREL conference.

In 2010-2011, another teacher with perfect attendance was given an opportunity to attend a PREL conference in Pohnpei Perfect Attendance Certificates of Appreciation are given annually to teachers

The action step has been omitted because it was considered unnecessary as teachers are already required to attend work regularly as contracted.

Action Plan 3: Procurement and maintenance of appropriate learning resources Identify/Organize all Current Resources Organization of resources is conducted departmentally. All MIHS teachers and department chairs perform semi-annual inventories and report them to administration. Additionally, buildings are categorized by academic subject in an effort to keep similar resources within one building. This action step has been omitted in the new 2012 School Wide Action Plan as organizing and identifying resources is already an existing process that is done regularly by MIHS.

Create a Resource Committee In an effort to prioritize the needs of MIHS, the following groups have been created:   

Leadership Team WASC Focus Groups Departmental Groups

34 February 8, 2012

Section IV Both the Leadership Team and Focus Groups meet weekly, and the Departmental Groups meet on twice a month basis. Action step has been omitted from the new 2012 School Wide Action Plan as action has already been completed.

Acquisition of Learning Resources MIHS has been working toward purchasing textbooks of all subjects as previously discussed.

Additional progress to date is as follows:  

The math department has acquired white boards for classroom instruction MIHS has new projectors for both classroom instruction and meetings

The action step is an on-going priority and as such has been reworded and added onto the new 2012 School Wide Action Plan in Category D.

Acquisition of SAT 10 The following standardized tests are conducted at MIHS:  

Semi-annually or annually: CAT and SLEP Annually: JOCV Math Test and the ASVAB

Additionally, MOE approved purchase of SAT10 materials including scoring and individual student and class reports. It will be launched this academic year. SAT10 materials have already arrived and are expected to be administered during the fourth quarter of SY 20112012. Administering the SAT10 regularly is an on-going need for MIHS and as such has been included into the 2012 School Wide Action Plan along with the broader goals related to Critical Area 3, disaggregating data to improve instruction.

Draft a Plan for long range assessment of learning resources, maintenance, and accountability The existing plan in place is a holistic approach in the sense that everyone plays a part for better accountability and ownership. The existing plan is loosely summarized as follows:   

Each Department lead by the Department Chairperson monitors and assess resources Each teacher monitors and asses resources Teachers are given an inventory checklist and are held accountable if resources are damaged or go missing

However, MIHS does not have real immediate and long-range plans for maintenance and resources. Therefore the action step was reworded and included in the 2012 plan in Category D.

35 February 8, 2012

Section IV

Action Plan 4: Faculty and Staff Development Review credentials of all MIHS faculty Since the 2009 self-study, PSC and MOE have put a certification evaluation and monitoring system in place for MIHS teachers. The MOE Teaching Licensing Board and PSC evaluate teacher credentials for all MIHS faculty. Formal RMI teacher certificates are then granted to teachers. PSC and MOE are evaluating teachers in an effort to identify qualifications, grant RMI teacher certificates, and provide opportunities to further education if needed. This action step was omitted in the new 2012 School Wide Action Plan because it was considered complete.

Review credentials of potential candidates For each teaching position at MIHS, the staff and principal review all potential candidates and recommend those that are suitable. Additionally, PSC reviews each applicant’s qualifications, and MOE reviews and approves candidates. This review process ensures that only the most qualified educators are added to MIHS faculty. The specific step has been omitted in the new 2012 School Wide Action Plan but is indirectly included in Critical Area 7 on gaining more control of school personnel hiring and firing.

Prepare plans for professional development By putting in place a system of evaluation, PSC and MOE are able to identify faculty that need further professional development. Those teachers are provided with opportunities to further their education. Teachers may receive development through:   

TVET Program USP courses MIHS development workshops

The specific 2009 Action step is an implied element of the 2012 action plan.

Arrange for professional development; Identify areas for staff upgrading This 2009 step is an element in Critical Area 2, research-based professional development programs, in the 2012 Action Plan. Additionally, MIHS recently solicited a proposal from PREL to provide teacher training.

36 February 8, 2012

Section IV

Orientation for volunteers Orientation for all new MIHS teachers is held before the beginning of each academic year.

Volunteer teachers are also provided orientations through their organizations before school begins. Such volunteer groups include: WorldTeach, JOCV Dartmouth, and IDCF. Conducting teacher orientations is already an existing practice that is done regularly by MIHS and as such has been omitted in the new 2012 School Wide Action Plan.

Action Plan 5: Safety and Environment Empower the existing Safety and Environment Committee A system surveying has not yet been put in place. However, in an effort to better monitor the environment and facilities of MIHS, it has been decided that a checklist be created, so that staff can more easily evaluate the safety of the school. These checks would be performed monthly.

Develop a maintenance plan for the school A cohesive maintenance plan has not yet been devised, but administration has made small steps toward the continual maintenance of the campus. Windows in three buildings were replaced in the summer of 2011 and roofing was replaced on one building in December 2011. Developing an effective maintenance plan for the school is an on-going priority which is why said action step has been reworded and included in the new 2012 School Wide Action Plan.

Regular campus clean-up Regular clean-up schedules have been put in place for each campus building. Teachers oversee trash pick-up daily, and a curbside clean-up is also enacted each week by two appointed teachers who supervise students. At the end of each semester, a classroom cleanup day is designated, where students and teachers clean the classrooms, as well as the windows and walls outside. Campus Clean-Ups are an on-going need and as such has been carried onto the new 2012 School Wide Action Plan.

Provision of clean, drinkable water MIHS currently has no drinking fountains available simply because of the lack of sanitation in the public water supply. MIHS is currently working on a permanent solution but to date, it has worked with vendors such as Pacific Pure Water and has supplied water to the school to sell to students. This action step has been included under maintenance in the new 2012 School Action Plan. In the interim, a healthy alternative is having students bring their own water. MIHS will address by installing a big billboard as an element in the new 2012 School Wide Action Plan.

Provision of nutritious food intake Establishing a school lunch program remains a challenge given limited funding. However, 37 February 8, 2012

Section IV the MIHS administration meets regularly with the PTA to come up with alternative solutions. PTA has expressed an interest in providing lunch but action has yet to materialize.

Principal has been meeting with MOE to discuss solutions for potential funding. As of the moment, MIHS is not required by law to provide a school lunch program. Said action step has been omitted to reflect the fact that MIHS currently does not have the capacity to provide lunch for all of its students. However, it is under active discussion with the PTA which may take some initiative.

Reinstate the Student Crossing Guard

A Student Crossing Guard program has not been instated. In the 2011-2012 academic year, two crosswalks were repainted in an effort to aware motor vehicles of areas of high pedestrian traffic. The Student Crossing Guard received negative attention from Parents and the Community and as such has been omitted from the new 2012 School Wide Action Plan.

Empower the security guards MIHS is working closely with PSC and MOE to change the terms of employment for existing security guard staff. To date, Security Guards have upheld new duties acting as truancy officers on top of securing the MIHS campus. Said action step has been omitted in the new 2012 School Wide Action Plan for it was deemed unnecessary as action has been completed.

Establish an emergency response plan and practice drills

At general assemblies, students are made aware of evacuation plans in the event of an emergency. In the 2010-2011 academic year, a tsunami practice drill was implemented. This same evacuation procedure is set in place for this school year. Establishing emergency response plans and practicing drills is an on-going need for MIHS and as such has been included in the new 2012 School Wide Action Plan.

Establish an attendance tracking system

This is Critical Area 1 and is included in the 2012 Action Plan.

38 February 8, 2012

Section V

Section V: School-wide Action Plan Refinements MIHS 2012 School Wide Action Plan (SWAP) MIHS has developed a single school wide action plan (SWAP) designed to address the seven critical areas and other important goals. The 2012 SWAP is arranged by categories based on the WASC criterion. Several action steps were carried on from the previous action plans as they are still ongoing issues that feed into addressing the critical areas. Many of the action steps from the 2009 action plans were omitted as they were either deemed unnecessary, incorporated in another step, or completed. New additions to the 2012 action plan plus several action steps carried on from the previous 2009 action plans are designed to be Specific, Measurable, Attainable, Realistic, and Time Bound (S-M-A-R-T). A description of the new action plan is elaborated in the following sections below. The complete 2012 School Wide Action Plan is in Appendix A of this report. The 2012 SWAP contains 22 steps compared to 32 in the 2009 plan

CATEGORY A: ORGANIZATION FOR STUDENT LEARNING Addresses Critical Area 2 and Critical Area 7 Carried on Action Steps The following action steps were carried forward from the previous 2009 action plans into the new 2012 School Wide Action Plan (SWAP):   

Action Step 4.4: Arrange for professional development strategies (Critical Area 2) was refined as noted below.

Action Step 2.6: To provide additional non-monetary compensation for teachers who take on extra responsibility Critical Area 7, more MOE and MIHS control of personnel actions, was added as a Category A item.

Action steps 2.6 and 4.4 were carried onto the SWAP because they were identified as on-going, unmet priorities that not only feed into addressing the critical areas but contribute to the overall success of MIHS. Action Step 4.4 was reworded and was included in the new action step that now calls for arranging for teacher input, consultation and training with respect to professional development. Action step 2.6 was reworded to reflect the fact that monetary compensation is not the only incentive for teachers.

New and Refined Action Steps In our effort to fully address the critical areas with action steps that directly contribute to permanent solutions, the following action steps have been included in the new and improved School Wide Action Plan (SWAP):

39 February 8, 2012

Section V  Conduct research based training (shown to be effective) in collaboration with qualified training organizations. This is one measure to address critical area 2, research based staff development. The staff development programs should have more teacher input and consultation. They should include formative assessment and use of individual and class standardized test reports.  Conduct classroom observations regularly along with other forms of teacher assessment

CATEGORY B: Curriculum, Instruction, and Assessment Addresses Critical Area 3 Carried on Action Steps The following action steps were carried on from the previous 2009 action plans into the new 2012 School Wide Action Plan (SWAP):     

Action Step 3.4: Acquisition and administration of SAT10 – Broadened to address Critical Area 3 and other testing.

Action Step 1.1: Continuous Professional Development – Incorporated in Category A addressing Critical Area 2.

Action Step 1.2: On-going curriculum workshops -- Incorporated in Category A addressing Critical Area 2.

Action Step 1.4: Ensure teachers are equipped with all necessary teaching resources – moved to Category D Action Step 1.5: Better support of extracurricular club activities – included in Category C

The listed action steps were carried on into the new School Wide Action Plan because they were identified as on-going priorities that address the critical areas. Action Steps 1.1 and 1.2 seemed similar and redundant so it was reworded and combined into the single action step in Category A. Action step 1.5 was reworded to address the need for organizing extracurricular activities prior to school commencement; said action step now reads “Create and organize extracurricular prior to the start of the school year.

New and Refined Action Steps

In our effort to fully address the critical areas with action steps that directly contribute to a permanent solution, the following new and refined action steps have been included in the School Wide Action Plan (SWAP), Category A:    

Review college or trade school entry level skill requirements Devise remedies for identified student performance gaps - part of Critical Area 3 responses.

Make recommendations to feeder schools Assign teachers to their specialty areas

40 February 8, 2012

Section V

CATEGORY C: Support for Student Personal and Academic Growth Addresses Critical Area 1 and Critical Area 4 Carried on Action Steps The following action steps were carried on from the previous 2009 action plans into the new 2012 School Wide Action Plan (SWAP) in Category C:  

Action Step 5.9: Establish an attendance tracking system Action Step 2.1: Rewrite Teacher Handbook

Action steps 2.6 and 5.9 from the previous 2009 action plans were identified as on-going priorities and as such were kept in the new School Wide Action Plan. Action Step 2.1 was reworded and now reads “Update MIHS Teacher, Student and Parent Handbook regularly to reflect annual changes.”

Action step 5.9 was also reworded and now reads “Acquire an attendance tracking software database that is part of an easy-to-use school information system that is user friendly.”

New and Refined Action Steps In our effort to fully address the critical areas with action steps that directly contribute to a permanent solution, the following action steps have been included in the new and improved School Wide Action Plan (SWAP), said section now includes action steps that address the needs of the Special Education Department which weren’t included in the previous action plans of 2009:  Acquire an attendance tracking software database, an easy-to-use school information system that is user friendly. (Selection made in January 2012.)  Hire a new Vice-Principal for Student Life & Family Involvement (Applicant selected, February 2012) with duties to run the attendance and counseling system. Duties would also include attention to both attendance and academic problems.  Update MIHS Student Teacher and Parent Handbook annually to reflect annual changes  Create a SPED Committee and assign a Department Chairperson. See the 2012 SWAP in Appendix A for a list of the SPED chair’s duties.

CATEGORY D: Resource Management and Development Addresses Critical Area 5 and Critical Area 6 Carried on Action Steps The following action steps were carried on from the previous 2009 action plans into the new 2012 School Wide Action Plan (SWAP):  

Action Step 5.1: Empower the existing Safety and Environment Committee to conduct regular surveys of the school environment and facilities Action Step 5.2: Develop a Maintenance Plan 41

February 8, 2012

Section V   

Action Step 5.3: Regular campus clean-up Action Step 5.8: Establish an emergency response plan and practice drills Action Step 2.5: To upgrade library facilities and resources

Action steps 5.2, 5.2, 5.3, 5.8, and 2.5 were identified as on-going priorities. Action steps 5.1, 5.2, and 5.3 were combined and refined in the SWAP and now reads “Safety and Environment Committee to: Conduct regular surveys of the school environment and facilities, Monitor regular clean-ups and develop a Maintenance plan.”

New and Refined Action Steps In our effort to fully address the critical areas with action step(s) that directly contribute to a permanent solution, the following action step has been included in the new and improved School Wide Action Plan (SWAP):  Hire a qualified Librarian -- Critical Area 6.  Address maintenance issues – Critical Area 5 o Develop a maintenance plan with the MIHS administration and MOE. o Safety and Environment Committee to conduct regular surveys of the school environment and facilities; Monitor regular clean-ups; o Hire more maintenance personnel o Beautification of the MIHS campus  Address the drinking water problem by o Installing a billboard about clean, drinkable water to encourage students to bring their own water to school o Evaluating the school water supply needs regularly and testing water sanitation with EPA quarterly  Provision of clean and usable bathrooms in every building  Address security: o Build an MIHS Check point near the Main Gate o Enlarge the Main Gate o Secure campus by enclosing a wall or fence around the perimeter o Establish emergency response plans and practice drills  Upgrade MIHS’ broadband connections  Renovate the school gym and stall showers in the gym With respect to the library, the school requires two librarians to ensure continued access to the library beyond 5 p.m. and into the early evening hours for students who might not have study space or computers at home. They could use the library for research or just a place to study. Additionally, the library could serve the needs of the community.

42 February 8, 2012

Section V

Conclusion With the establishment of the Leadership Team, the Focus Groups, staff involvement, the new Vice Principal, the school information system selection, parental involvement and SAT10, MIHS is now better prepared to concentrate on academic achievement and healthy student life. There are many challenges ahead but we are optimistic about the future.

43 February 8, 2012

Section V

Appendix A:

Marshall Islands High School 2012 School Wide Action Plan (SWAP) for Addressing Identified Critical Areas 2012 SWAP ­­ CATEGORY A: ORGANIZATION FOR STUDENT LEARNING Critical Area 2: The school in collaboration with the Ministry of Education needs to identify and implement research-based staff development programs that will provide teachers with strategies utilizing action based research to improve quality instruction.

Goal: Improve quality instruction by identifying the right teaching strategies and approaches used in classrooms Expected Outcome(s): - Increased teacher qualifications - Enhanced student learning - Enhanced quality instruction - Ensure consistent classroom instruction Action Steps, Rationale

Responsibility, Resources, Timeline, Report of Progress

Conduct research-based training in collaboration with qualified training organizations. Critical Area 2

Responsibility: MIHS and MOE

Rationale: To improve the quality of instruction by identifying the right teaching strategies and approaches to be used in the classrooms.

Report of Progress: MIHS and MOE

Resources :MIHS and MOE Timeline: School year programs and summer programs

-MIHS Training Reports -MOE Reports -Training Reports -Teacher surveys

Teachers should have direct input to and be consulted on the staff development program. One expressed need is training on methods of formative assessment.

A related professional development subject is the analysis and use of standardized assessment data.

Specific curriculum workshops and certifications fall into this action item.

44 February 8, 2012

Evidence

Section V 2012 SWAP ­­ CATEGORY A: ORGANIZATION FOR STUDENT LEARNING Action Steps, Rationale

Conduct regular teacher evaluations including classroom observations and other means of teacher assessment Rationale: Ensure quality instruction and teachers being good role models.

Provide non-monetary incentives for teachers who take on extra responsibility (e.g. Chairpersons, committee members, club teachers, substitute teachers, etc.).

Examples: Conferences offisland; escorting student groups

Responsibility, Resources, Timeline, Report of Progress

Responsibility: Vice-Principal for Curriculum , Instruction and Assessment; Department Chairpersons

Evidence

-MIHS School Reports

Resources: MIHS and MOE Timeline: Each teacher to be observed and given feedback at least once per semester Report of Progress: Vice-Principal for Curriculum , Instruction and Assessment; Department Chairpersons Responsibility: MIHS and MOE

-MIHS Reports

Resources: MIHS and MOE

-MOE Reports

Timeline: On-going Report of Progress: MIHS and MOE

Rationale: Enhance student learning environment by energizing teachers

Critical Area 7: The School and the Ministry of Education need to explore ways to gain more authority in hiring, evaluating and firing school personnel Goal(s): To gain more authority in hiring, evaluating, and firing school personnel.

Expected Outcome(s): - Expedition of hiring and firing processes Action Steps

Responsibility, Resources, Timeline, Report of Progress

Work to reinstate the MOE Educational Personnel Management System (EPMS) that was enacted by Nitijela in 1993

Responsibility: PTA, MOE, Cabinet, and Nitijela

Rationale :Place qualified and experienced teachers and administrators in the classrooms and to expedite the hiring and firing process

Report of Progress: MIHS and MOE

Resources: MOE and the Minister of Education Timeline:2012

45 February 8, 2012

Evidence

-Nitijela Act

Section V

2012 SWAP ­­ CATEGORY B: CURRICULM, INSTRUCTION, AND ASSESSMENT Action Steps

Responsibility, Resources, Timeline, Report of Progress

Evidence

Critical Area 3: The School needs to collect, disaggregate, and analyze assessment data to better understand the needs of the various subgroups in order to develop programs and deliver appropriate instruction for all MIHS students.

Goal(s): Review and change what and how students learn to better match requirements of colleges, vocational schools and employers which will increase acceptance rates of MIHS students in colleges, vocational schools, and future employments.

Expected Outcome(s): - Increased completeness and accuracy of data collection efforts - Intervention program(s) developments - Enhanced quality instruction - Increased acceptance rate of MIHS students across all sectors (colleges, vocational schools, and employment).

- Improved instruction - Improved academic and work ethic of MIHS students Action Steps

Responsibility, Resources, Timeline, Report of Progress

Evidence

Address Critical Area 3 by:

Responsibility: MIHS

-MIHS Reports

Acquisition, administration and analysis of SAT10 test

Resources: MIHS and MOE (Tests received January 2012)

-MOE Reports

Timeline: Spring and Fall administration

- Summary Results

Better use CAT and SLEP data Devise remedies for identified student performance gaps

Report of Progress: MIHS

Create a student profile system to individualize student instruction Professional continuing education regarding testing Rationale: Deliver appropriate instruction Review college or trade school entry level skill requirements

Responsibility: MIHS & MOE

-MIHS Reports

Resources: MIHS and MOE with CMI and others

-MOE Reports

Rationale: Improved preparedness for post-secondary education or employment.

Timeline: Annually

-CMI Reports

Report of Progress: MIHS

46 February 8, 2012

-USP Reports -Vocational Reports

Section V 2012 SWAP ­­ CATEGORY B: CURRICULM, INSTRUCTION, AND ASSESSMENT Action Steps

Responsibility, Resources, Timeline, Report of Progress

Make recommendations to feeder schools

Responsibility: MIHS

Rationale: Improve the knowledge of incoming student

Timeline: Annually

Resources: MIHS and MOE

Evidence

-MIHS Recommendations Report

Report of Progress: By MIHS to MOE and the feeder schools Assign teachers to specialty areas

Responsibility: MIHS

Rationale: Ensure quality instruction

Resources: MIHS and MOE

-MIHS Reports

Timeline: On-going Report of Progress: MIHS

47 February 8, 2012

Section V

2012 SWAP ­­ CATEGORY C: SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH Action Steps

Responsibility, Resources, Timeline, Report of Progress

Evidence

Critical Area 1: The school needs to continue to examine the issues causing severe student tardiness, attendance, and truancy and implement interventions to address these problems.

Goal(s): To examine the causes and identify proper intervention programs to stop the problem To increase family support of their students and increase parent(s)/guardian(s) accountability To create a more accountable student body government Expected Outcome(s): - Increased student attendance - Increased student accountability - Expedition of Parent Notification Process - Enhanced family involvement - Increased Parent(s)/Guardian(s) accountability - Improved attendance tracking - Proper implementation of intervention policies and programs Action Steps

Responsibility, Resources, Timeline, Report of Progress

Evidence

Critical Area 1:

Responsibility: MIHS and MOE

-MIHS Reports

Efficiently accurately track attendance and tardiness so that staff have the data to intervene.

Resources: MOE & MIHS selected system in early 2012

-MOE Reports

Acquire an attendance tracking software database, an easy-to-use school information system that is user friendly

Report of Progress: MIHS

Timeline:2012

Rationale: To examine the causes of bad attendance and identify intervention programs to stop the problem Hire a new Vice-Principal for Student Life & Family Involvement Increase the involvement of the PTA and parents.

Address issues of students who need behavior and/or academic support: Establish an on campus suspension program Establish a school tutoring program

Responsibility: PSC, MOE, VP, Teachers, parents

-MIHS Reports

Resources: PSC and MOE

-MOE Reports

Timeline: February 2012 hiring

-PSC Reports

Report of Progress: MIHS

Rationale: Enhance family support of students and student accountability; keep student on campus; increase student learning

48 February 8, 2012

Section V 2012 SWAP ­­ CATEGORY C: SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH Action Steps

Responsibility, Resources, Timeline, Report of Progress

Evidence

Update MIHS Student, Teacher and Parent Handbook annually to reflect annual changes and clearer standards

Responsibility: MIHS

Rationale: Ensure consistent administration of school policies, standards and procedures in all three constituent groups

Timeline: Annually

Plan and organize extracurricular club activities prior to the start of the school year. The aim is to encourage student participation, develop character building and create a sense of responsibility

Responsibility: MIHS Administration and Teachers

-MIHS Reports

Resources: MIHS, MOE, and Majuro Community

-Teacher Reports

-MIHS Reports

Resources: MIHS

Report of Progress: MIHS

Timeline: On-going Report of Progress: MIHS Administration and Teachers

Rationale: Ensure quality instruction and enhance student learning

Critical Area 4: The administration and Special Education Department need to review the implemented mainstreaming program to take corrective action as needed to ensure compliance with IDEA. Goal(s): Take corrective action as needed to ensure compliance with IDEA (Individual Disability Education Act) Improve Special Education Department to better accommodate Students with Special needs Expected Outcome(s): - Increased Teacher Qualification - Enhanced student learning - Improved Special Education Department - Increase capacity of Special Education Department Create a SPED Committee and assign a Department Chairperson with the following responsibilities:

Responsibility: MIHS, Special Education Department, and MOE

-MIHS Reports

Develop an Individual Education Plan (IEP) for every Special Ed. Student before school starts

Resources: MIHS and MOE

Department Reports

Timeline:2012 Report of Progress: MIHS and Special Education Department

Create a SPED Student Identification System to better accommodate special with special needs Provide qualified special education teachers in every grade level

49 February 8, 2012

-Special Education

Section V 2012 SWAP ­­ CATEGORY C: SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH Action Steps

Responsibility, Resources, Timeline, Report of Progress

Critical Area 4, Special Ed (continued) Provide workshops and training to both Special Education and General Education Teachers Create an audio-visual room and equip it with all necessary instructional materials Add special education policy into handbook Rationale: Ensure compliance with IDEA and to enhance student learning

50 February 8, 2012

Evidence

Section V

2012 SWAP ­­ CATEGORY D: RESOURCE MANAGEMENT AND DEVELOPMENT Action Steps

Responsibility, Resources, Timeline, Report of Progress

Evidence

Critical Area 5: The school and the Ministry of Education need to address building and facilities issues such as replacing classroom windows in the three new building to support a safe, healthy and productive learning environment.

Goal: To provide a safe, healthy and productive learning environment Expected Outcome(s): Safer, cleaner, healthier, and more productive learning environment with adequate instructional resources Develop a Maintenance plan and get resources for routine, preventive and restorative maintenance.

Responsibility: MIHS administration and MOE; Safety and Environment Committee

Hire more maintenance personnel

Resources: Money will be required

Campus appearance preventive maintenance

Timeline: 2012 and subsequent years

Budget long term for facilities.

Rationale: To provide a safe, clean, healthy, and productive learning environment

Conduct regular surveys of the school environment and facilities

Responsibility: MIHS, Safety and Environment Committee, students, PTA and MOE

-MIHS Reports

-Monitor regular clean-ups

Resources: MIHS and MOE

-Beautification of the MIHS campus

Timeline: On-going

Environment Committee Reports

Establish emergency response plans and practice drills

Report of Progress: MIHS, Safety and Environment Committee

-Surveys -Maintenance and Clean-Up Checklists

Rationale: To provide a safe, clean, healthy, and productive learning environment. To provide priorities to MIHS and MOE for maintenance.

51 February 8, 2012

-Safety and

Section V 2012 SWAP ­­ CATEGORY D: RESOURCE MANAGEMENT AND DEVELOPMENT Action Steps

Responsibility, Resources, Timeline, Report of Progress

Evidence

Provide for both clean drinking water and proper sanitation.

Responsibility: Custodial staff, MIHS, Safety and Environment Committee, students, PTA and MOE

-MIHS administration reports

Steps:

Timeline: 2012-2013

Daily reports

Place a billboard urging students to bring their own water to school

Resources: Funding required

Evaluate the school water supply needs regularly and test water sanitation with EPA quarterly Provision of clean and usable bathrooms in every building Rationale: To provide a safe, clean, healthy, and productive learning environment Ensure teachers are provided with all necessary learning resources

Responsibility: MIHS; Vice Principal for Curriculum, Instruction and Assessment; Department Chairpersons

Acquire sufficient textbooks for every student

Timeline: On-going

-MIHS Reports -MOE Reports

Resources: MOE

Rationale: Ensure quality instruction and enhance student learning

Report of Progress: MIHS; Vice Principal for Curriculum, Instruction and Assessment; Department Chairpersons

Increase security and traffic safety.

Responsibility: MIHS and MOE

-MIHS Reports

Resources: MIHS and MOE

-MOE Reports

Timeline:2013

-Safety and Environment Committee Reports

To include: Secure campus by enclosing a wall or fence around the perimeter

Report of Progress: MIHS

Rationale: To provide a safe, clean, healthy, and productive learning environment Build an MIHS check point near the Main Gate Increase the car pullout areas near the main gate Rationale: Enhance Security Upgrade MIHS broadband

Responsibility: MIHS and MOE

-MIHS Reports

Rationale: To provide a productive learning environment

Resources: MIHS and MOE

-MOE Reports

Timeline:2012 Report of Progress: MIHS

52 February 8, 2012

Section V 2012 SWAP ­­ CATEGORY D: RESOURCE MANAGEMENT AND DEVELOPMENT Action Steps

Responsibility, Resources, Timeline, Report of Progress

Evidence

Renovate the school gym and install showers in the gym

Responsibility: MIHS and MOE

-MIHS Reports

Rationale: To provide a safe, clean, healthy, and productive learning environment

Resources: MIHS and MOE

-MOE Reports

Timeline:2013

-Safety and Environment Committee Reports

Report of Progress: MIHS

Critical Area 6: The school and the Ministry of Education need to identify resources to upgrade the school library facility, ensuring that there are up-to-date resources, state of the art technology, and the guidance of a qualified librarian.

Goal(s): Upgrade Library facility and resources to better accommodate student learning Expected Outcome(s): - Enhanced student learning environment - Improved student services Action Steps

Responsibility, Resources, Timeline, Report of Progress

Evidence

Hire a qualified librarian 0

Responsibility: MIHS and MOE

-MIHS Reports

Upgrade library facilities and resources

Resources: MIHS and MOE

-MOE Reports

Timeline:2012

-PSC Reports

Rationale: Improve student learning and library services

Report of Progress: MIHS

53 February 8, 2012

Appendix B: 2009 Action Plans Action Plan # 1: Curriculum and Instruction

Goal: Regular teacher’s professional Development to elevate teacher’s teaching standards and students learning quality Rationale: WASC recommendation to improve in this area Expected Student Learning Results: Improve on students learning process and raise the quality of instruction in the classroom Action Steps

Person(s)

Resources

Evaluation

Timeline

1.1 Continuous Professional Development for teachers in all academic and vocational areas

MOE

MOE

MOE

On-going

1.2 On-going curriculum Workshop to help teachers apply curriculum content areas and relevant strategies in their teaching process

School Administrati on CIA

1.3 Encourage teacher higher education qualification status to collaborate with higher learning quality for students and improve teachers status for teacher certification

MOE

MOE

School Administrati on

RMI Scholarship Office

School Administration

School Administration

School Administration

PTA

WASC Steering Committee

Department Chairperson(s)

Student Body Government

Teachers Self Assessment MOE

MOE

On-going

School Administration

School Administration

PTA

Department Chairperson(s)

Student Body Government

Teachers Self Assessment

Higher Education Institutions MOE School Administration

54 February 8, 2012

Report of Progress

On-going

MOE School Administration

Action Plan # 1: Curriculum and Instruction

Goal: Regular teacher’s professional Development to elevate teacher’s teaching standards and students learning quality Rationale: WASC recommendation to improve in this area Expected Student Learning Results: Improve on students learning process and raise the quality of instruction in the classroom Action Steps

Person(s)

Resources

Evaluation

Timeline

1.4 To build on teaching resources and textbooks that will help teachers deliver lessons effectively and with quality in their learning

MOE

MOE

MOE

On-going

School Administrati on

Text Book Division

School Administration

1.5 Create organized after school extracurricular club activities such as science, health, canoeing, environmental, culture etc. This aims to engage students participation, develop character building and create sense of responsibility

School Administrati on

MOE

Curriculum and Instruction Committee Principal

School Administration

On-going

School Administration PTA

Business Houses

Teachers

55 February 8, 2012

Report of Progress

Action Plan # 2: Teacher Evaluation and Support

Goal: To improve teacher’s performance, support and accountability Rationale: WASC recommendation to improve in this area Expected Student Learning Results: Improve on teacher’s productivity in producing critical thinkers, competent communicators, respectful and exemplary citizens.

Action Steps

Person(s)

Resources

Evaluation

Timeline

2.1 Rewrite teacher’s handbook that spells out academic and moral expectations and regulations that teachers adhere to. Also outlining roles, responsibility and ob description of each individual staff and faculty member of the school.

MOE

MOE

MOE

Yearly

2.2 Conduct twice-yearly teacher evaluation

School Administration

  

Administration Evaluation Students Evaluation Self Evaluation

School Administration

School Administration

School Administration PTA

Teachers

MOE

MOE School Administration

56 February 8, 2012

Report of Progress

On-going

School Administration PTA

Action Plan # 2: Teacher Evaluation and Support

Goal: To improve teacher’s performance, support and accountability Rationale: WASC recommendation to improve in this area Expected Student Learning Results: Improve on teacher’s productivity in producing critical thinkers, competent communicators, respectful and exemplary citizens.

Action Steps

Person(s)

Resources

Evaluation

Timeline

2.3 Create departmental support system to provide support for teachers who cannot make it to school, so that student learning is not interrupted. Review the need to establish a substitute teaching program so the instructional program can continue if the regular teacher is away.

School Administration

MOE

School Administration

On-going

Principal

2.4 Develop a mentoring program to sort new teachers and/or teachers having difficulties adjusting to the school system.

School Administration

MOE

Curriculum and Instruction Committee

On-going

Principal

2.5 To upgrade library facilities and resources and hire a qualified librarian to man the library in order to support teachers work and enhance student learning

MOE

On-going

School Administration

Teachers

Department Chairpersons

School Administration

Vice-Principal

MOE

MOE School Administration

57 February 8, 2012

Report of Progress

PTA

Action Plan # 2: Teacher Evaluation and Support

Goal: To improve teacher’s performance, support and accountability Rationale: WASC recommendation to improve in this area Expected Student Learning Results: Improve on teacher’s productivity in producing critical thinkers, competent communicators, respectful and exemplary citizens.

Action Steps

Person(s)

Resources

Evaluation

Timeline

2.6 To provide monetary compensation for teachers who take on extra responsibility such as chairpersons, committee members, club teachers etc, so as to attract and encourage teacher’s participation and provide further learning experiences for students.

MOE

MOE

MOE

On-going

2.7 Create an incentive system in place that rewards regular teacher attendance to encourage teacher commitment to their responsibility.

MOE

School Administration

School Administration

School Administration

MOE- Teacher Professional Development Fund

School Administration

School Administration PTA

On-going

MOE School Administration

58 February 8, 2012

Report of Progress

Action Plan # 3: Procurement and maintenance of appropriate learning resources

Goal: To create an inventory and acquire learning resources Rationale: WASC recommendation to improve in this area Expected Student Learning Results: All Action Steps

Person(s)

Resources

Evaluation

Timeline

Report of Progress

3.1 Identify and organize all current resources at school by categories; science labs, computer labs, library, administration offices and teacher’s room

Vice Principal

RMI MOE

Vice-Principal

Dec 2009

Vice-Principal

Department Heads

Parents

Department Head

3.2 Create a Resource Committee to prioritize needs: higher internet bandwidth, library, labs.

Principal

RMI MOE

Assistant Secretary of Secondary and Vocational Education

Parents

Principal

Resource Committee

Assistant Secretary of Secondary and Vocational Education

MOE Property Division

Assistant Secretary Properties

Assistant Secretary of Secondary and Vocational Education

School Administration

Assistant Secretary of Secondary and Vocational Education

Dec 2009

Resource Committee

On-going

Principal

Department Heads

(Committee members: VicePrincipal, Department Heads) 3.3 Acquisition of learning resources

MOE Procurement Office

Secretary of Education MOE Executive Committee

59 February 8, 2012

Action Plan # 3: Procurement and maintenance of appropriate learning resources

Goal: To create an inventory and acquire learning resources Rationale: WASC recommendation to improve in this area Expected Student Learning Results: All Action Steps

Person(s)

Resources

Evaluation

Timeline

Report of Progress

3.4 Acquisition and administration of Standardized Achievement Test 10

Principal

Educational Testing Services (ETS)

Educational Testing Services

SP 2010

Secretary of Education

Director of Testing

MOE Testing Department

MOE Director of Testing

Parents Students Faculty

3.5 Draft a Plan for long range assessment of learning resources, maintenance, and accountability

Resource Committee

CIA

Principal

MOE Maintenance

Resource Committee

MOE Budget Office

Secretary of Education Assistant Secretary of Secondary & Vocational Education Assistant Secretary of Property and Maintenance Assistant Secretary of Administration, Human Resources, and Logistics

60 February 8, 2012

Jan 2010

Action Plan # 4: Faculty and Staff Development

Goal: To upgrade the teaching credentials required for a secondary teacher and fulfill the requirements of the MOE Teacher Certification Act (P.L. 2007-92) Rationale: WASC recommendation to improve in this area Expected Student Learning Results: All Action Steps

Person(s)

Resources

Evaluation

Timeline

Report of Progress

4.1 Review credentials of all MIHS faculty

PSC

Personnel Files

PSC

Jan 2010

Secretary of Education

On-going

Secretary of Education

MOE

MOE

Vice-Principal Application

4.2 Review credentials of potential candidates

PSC

4.3 Prepare plans for professional development geared to meet the requirement of Teacher Certification Act (P.I. 2007-92)

Vice-Principal

Questionnaire

Principal

Department Chairpersons

Personnel Files

Assistant Secretary of Secondary an Vocational Education

4.4 Arrange for professional development strategies

Principal

Applications

Secretary of Education

Assistant Secretary of Secondary and Vocational Education

Recommendations

Administration and Human Resources Division

Administration and Human Resources Division

Personnel Files

Assistant Secretary of Secondary and Vocational Education

Secretary of Education

MOE Personnel Office

MOE

PSC MOE

Faculty

On-going

Secretary of Education Administration and Human Resources Division

CIA

Teacher Evaluation Form

61 February 8, 2012

Principal

On-going

Secretary of Education

PEDMS

Action Plan # 4: Faculty and Staff Development

Goal: To upgrade the teaching credentials required for a secondary teacher and fulfill the requirements of the MOE Teacher Certification Act (P.L. 2007-92) Rationale: WASC recommendation to improve in this area Expected Student Learning Results: All Action Steps

Person(s)

Resources

Evaluation

Timeline

Report of Progress

4.5 Identify areas for staff upgrading (workshops, retreats, institutes, etc.)

Principal

MIEL TT

Secretary of Education

On-going

Secretary of Education

Staff

Teacher Evaluation Form

PEDMS

AS-SVE

Principal

Principal

AFHR CIA

Recommendations PEDMS

Volunteer Program Directors

Questionnaire PREL PRIDE

4.6 Orientation for volunteers (Worldteach, Dartmouth, JOCV, IDCF)

Secretary of Education

RMI MOE

Secretary of Education

Principal

MIHS

AS-SVE

Volunteer Program

Principals

Directors

62 February 8, 2012

Yearly

MIHS

Action Plan # 5: Safety and Environment

Goal: To provide a safe, healthy, and nurturing environment conducive for student learning and fulfillment of the ESLRs Rationale: For the improvement of attendance, achievement in class, and safety and well-being of students, the school must emphasize the importance of caring for students Expected Student Learning Results: All Action Steps

Person(s)

Resources

Evaluation

Timeline

Report of Progress

5.1 Empower the existing Safety and Environment Committee to conduct regular surveys of the school environment and facilities

Safety and Environment an Committee Chairperson

Safety Checklist

Principal

Monthly

Principal

Building Plans

AS-PM

5.2 Develop a maintenance plan for the school

Principal

Safety Checklist

Safety and Environment Committee

SBG

AS-PM

Monthly

Principal AS-PM Safety and Environment Committee

Homeroom Teachers and Students Safety and Environment Committee Safety Chairperson 5.3 Regular campus clean-up

SBG Students School Clubs and Advisors

Sanitation supplies (garbage cans, rakes, shovels, lawn mowers, vehicle, etc.)

Safety and Environment Committee

Homeroom teachers

63 February 8, 2012

Daily

Vice-Principal MOE Health Department

Action Plan # 5: Safety and Environment

Goal: To provide a safe, healthy, and nurturing environment conducive for student learning and fulfillment of the ESLRs Rationale: For the improvement of attendance, achievement in class, and safety and well-being of students, the school must emphasize the importance of caring for students Expected Student Learning Results: All Action Steps

Person(s)

Resources

Evaluation

Timeline

Report of Progress

Cluster PTA

Vehicle

Public Health and EPA

Daily

Principal

SBG

Water Containers

Health Academy

Teachers

Parents

Counselors

Cluster PTA

5.4 Provision of clean, drinkable water

Students

Students 5.5 Provision of nutritious food intake

5.6 Reinstate the Student Crossing Guard

Parents/Guardians

Food Program

Public Health

Daily

Principal

Principal

Health Certificate

Health Academy

Teachers

Food Vendors

Wellness Center

Parents

Counselors

Nutrition Teachers and Classes

Laura Farm

Students

Principal Safety and Environment Committee

Traffic Officer

SEP Garden Teachers

Crossing Guard vests

Safety and Environment Committee

Daily

Vice-Principal

Safety and Environment Committee

Daily

Principal

Traffic Officer Campus Security 5.7 Empower the security guards

Principal

Radios

Campus Security

Flashlights Schedule

Vice-Principal

64 February 8, 2012

Action Plan # 5: Safety and Environment

Goal: To provide a safe, healthy, and nurturing environment conducive for student learning and fulfillment of the ESLRs Rationale: For the improvement of attendance, achievement in class, and safety and well-being of students, the school must emphasize the importance of caring for students Expected Student Learning Results: All Action Steps

Person(s)

Resources

Evaluation

Timeline

Report of Progress

Variable

Principal

Daily

Principal

Uniforms Vehicle

5.8 Establish an emergency response plan and practice drills

5.9 Establish an attendance tracking system in concert with the MOE web based database

Principal

National Police

Principal

Staff and Faculty

Fire Department

Special Education Teacher

Disaster Control Team

Safety and Environment Committee

Campus Security

Public Health

School Nurse

Health Club

SBG

School Handbook

Principal

Truancy Officer

Counselor

PEDMS

Teachers

School Network

MIS

Computer

Cluster PTA

Counselors

IT Department Parents/Guardians

65 February 8, 2012

Appendix C: 2011-2012 School Calendar 5-Jul August 2 14 Aug 15-19

11-Jul

Registration of returning students

12-Aug

Registration of transfer students

Aug. 15 Aug. 16 Aug. 17 Aug. 18 Aug. 19

Teacher report back to work

Teachers Meeting/Library 5 Days

August 2226 Monday Tuesday Wednesday Thursday Friday

Week 1 Aug. 22 Aug. 23 Aug. 24 Aug. 25 Aug. 26

Aug 29-Sep 2 Monday Tuesday Wednesday Thursday Friday

Week 2 Aug. 29 Aug. 30 Aug. 31 Sept. 1 Sept. 2

4 Days 6 7 8 9

Sept. 5-9 Monday Tuesday Wednesday Thursday Friday

Week 3 Sept. 5 Sept. 6 Sept. 7 Sept. 8 Sept. 9

5 Days 10 11 12 13 14

Sept. 12-16

Week 4 Sept.

12 Sept.

13 Sept.

14 Sept.

15 Sept.

16

4 Days

Week 5 Sept.

19

5 Days

Monday Tuesday Wednesday Thursday Friday Sept. 19-23 Monday

School Begins for Seniors/Assembly 1 2 3 4 5

15

February 8, 2012

Grade 9 Orientation Grade 10 & 11 begins school PTA Meeting for Qtr 1 Dri-Jerbal Day

Assem/Eng & Science Dept. Meetings Math & S/Stu. Meeting Voc. Dept. Meeting Staff & Faculty Meeting

16

Chairperson's Meeting/Junior Officers Elections WASC Meeting/Sophomore Officers Elections/PTA

17

Freshmen Officers Elections

18 9:30 AM

20

66

Teachers Meeting/Library Senior Officers Elections

Submit Grade Level Schemes/MOHTaiwan Health

WASC Meeting/SBG Plan of Welcome Party

Tuesday Wednesday Thursday Friday Sept. 26-30

Sept.

20 Sept.

21 Sept.

22 Sept.

23

21 22 23 24 5 Days

Friday

Week 6 Sept.

26 Sept.

27 Sept.

28 Sept.

29 Sept.

30

Oct. 3-7

Week 7

5 Days

Monday Tuesday Wednesday Thursday Friday

Oct. 3 Oct. 4 Oct. 5 Oct. 6 Oct. 7

Oct. 10-14 Monday Tuesday Wednesday Thursday Friday

Week 8 Oct. 10 Oct. 11 Oct. 12 Oct. 13 Oct. 14

5 Days 34 35 36 37 38

Oct. 17-21 Monday Tuesday Wednesday Thursday Friday

Week 9 Oct. 17 Oct. 18 Oct. 19 Oct. 20 Oct. 21

39 40 41 42 43

Oct. 24-28 Monday Tuesday Wednesday Thursday Friday

Week 10 Oct. 24 Oct. 25 Oct. 26 Oct. 27 Oct. 28

5 Days 44 45 46 47 48

Oct. 31Nov. 4

Week 11

5 Days

Monday Tuesday Wednesday Thursday

WELCOME PARTY MANIT WEEK

25

SLEP TEST Grade 9

26

SLEP TEST Grade 9

27

SLEP TEST Grade 9

28

SLEP TEST Grade 9/Staff Meeting MANIT HOLIDAY

29 30 31 32 33

67 February 8, 2012

Principal's & Chairperson’s Meeting/Mid-Term Report

Assem/CAT Grade 9/Eng & Science Dept.

Meet.

CAT Grade 9/Math & Soc/Studies Dept. Meet.

CAT Grade 9/Vocational Dept. Meet.

CAT Grade 9 CAT Grade 9

WASC SC Meeting

WASC SC Meeting Principals & Chairperson's Meeting Staff & Faculty Meeting

PTA Meeting Staff & Faculty Meeting

Monday

Oct. 31

49

Tuesday Wednesday Thursday Friday

Nov. 1 Nov. 2 Nov. 3 Nov. 4

50 51 52 53

Nov. 7-11

Week 12

Monday

Nov. 7

54

Tuesday Wednesday Thursday Friday

Nov. 8 Nov. 9 Nov. 10 Nov. 11

55 56 57 58

Nov. 14-18 Monday Tuesday Wednesday Thursday Friday

Week 13 Nov. 14 Nov. 15 Nov. 16 Nov. 17 Nov. 18

Nov. 21-25 Monday Tuesday Wednesday Thursday Friday

Week 14 Nov. 21 Nov. 22 Nov. 23 Nov. 24 Nov. 25

Nov. 28Dec. 2 Monday Tuesday Wednesday Thursday Friday

Week 15 Nov. 28 Nov. 29 Nov. 30 Dec. 1 Dec. 2

Dec. 5-9 Monday Tuesday Wednesday Thursday Friday

Week 16 Dec. 5 Dec. 6 Dec. 7 Dec. 8 Dec. 9

5 Days

4 Days 59 60 61 62

5 Days 63 64 65 66 67

4 Days 68 69 70 71

5 Days 72 73 74 75 76

68 February 8, 2012

Assembly/Review/Halloween Party QTR 1 ENDS/Review/WASC Focus Group(1,2,3,6) Review/WASC Focus Group(4, 5, 7) Exam/IT Workshop for Teachers Exam/American Sign Lang. Workshop Teachers

Assembly/QTR 2 Begins/Eng. & Science Dept Meet.

Math & Soc/Stud. Dept Meet./Focus Grp Outline due Voc. Dept. Meet./WASC Focus Grp.(4, 5, 7) Staff & Faculty Meeting QTR 1 Grades& Attend. Report due WASC SC sends outline to Chair

SC WASC Meeting Focus Group Meeting(1,2,3,6) Focus Group Meeting(4,5,7) President's Day FIELD DAY

RMI GENERAL ELECTION(No School) Principals & Chairpersons' Meet.

Focus Group Meeting(1, 2, 3, 4,5, 6, 7) Staff & Faculty Meeting QTR 1 Report Card

Assem/WASC Focus (1,2,3,6) Focus Group Meet.(4,5,7) First Draft of sections due to WASC SC Senior Teachers Meet./ PTA Meeting Gospel Day

Assembly/Departmental Meetings Meeting Focus Group(1,2,3,6).

Focus Group (4,5,7) Staff & Faculty Meeting Principals & Chairpersons Meeting

Dec. 12-16 Monday Tuesday Wednesday Thursday Friday

Week 17 Dec. 12 Dec. 13 Dec. 14 Dec. 15 Dec. 16

Dec. 19-23 Monday Tuesday Wednesday Thursday

Week 18 Dec. 19 Dec. 20 Dec. 21 Dec. 22

5 Days 81 82 83 84

Friday

Dec. 23

85

5 Days 77 78 79 80

December 26 - Jan 6

Jan. 3 - 6

WASC SC Dec. 27 Dec. 28 Dec. 29 Dec. 30 WASC SC Jan. 3 Jan. 4 Jan. 5 Jan. 6

4 Days WASC Steering Committee Working WASC Steering Committee Working WASC Steering Committee Working WASC Steering Committee Working

4 Days WASC Steering Committee Working WASC Steering Committee Working WASC Steering Committee Working WASC Steering Committee Working

Jan. 9-13 Monday Tuesday Wednesday Thursday Friday

Week 19 Jan. 9 Jan. 10 Jan. 11 Jan. 12 Jan. 13

5 Days 86 87 88 89 90

Jan. 16-20 Monday

Week 20 Jan. 16

5 Days 91

Tuesday Wednesday Thursday

Jan. 17 Jan. 18 Jan. 19

92 93 94

69 February 8, 2012

Assembly/WASC SC Meeting Focus Group Meeting(1,2,3,6) Focus Group Meeting(4,5,7) Staff & Faculty Meeting/PTA Meeting FIELD DAY/Clean Up/Class Party/2nd Draft Due to the WASC SC 2 Weeks of WINTER HOLIDAY New Year Day Holiday

Jan. 2

Dec. 27 -30

WASC SC Meeting Focus Group Meeting(1,2,3,6) Focus Group Meeting(4,5,7) QTR 2 Mid-Term Report Due

Assem/School Resumes/QTR 2 continues Principals & Chairpersons Meeting WASC Meeting Staff & Faculty Meeting

Eng & Science Dept. Meeting/Final Draft due Math & Soc. Studies Dept. Meeting/PTA Meeting Vocational Dept. Meeting WASC Meeting

Friday

Jan. 20

95

Jan. 23-27 Monday Tuesday Wednesday Thursday Friday

Week 21 Jan. 23 Jan. 24 Jan. 25 Jan. 26 Jan. 27

5 Days 96 97 98 99 100

ASVAB ASVAB/WASC Meeting ASVAB ASVAB/Staff & Faculty Meeting QTR 2 Ends/ASVAB

Jan. 30Feb. 3 Monday Tuesday Wednesday Thursday Friday

Week 22 Jan. 30 Jan. 31 Feb. 1 Feb. 2 Feb. 3

5 Days 1 2 3 4 5

Assembly/Review/Qtr 3 Begins/WASC Meeting Review/WASC Final Draft complete Exam Qtr 2/IT Workshop Exam Qtr 2/American Sign Lang. Workshop FIELD DAY

Feb. 6-10 Monday Tuesday Wednesday Thursday Friday

Week 23 Feb. 6 Feb. 7 Feb. 8 Feb. 9 Feb. 10

5 Days 6 7 8 9 10

Feb. 13-17 Monday Tuesday Wednesday Thursday

Week 24 Feb. 13 Feb. 14 Feb. 15 Feb. 16

5 Days 11 12 13 14

Friday

Feb. 17

15

Feb 20-24 Monday Tuesday Wednesday Thursday Friday Saturday

Week 25 Feb. 20 Feb. 21 Feb. 22 Feb. 23 Feb. 24 Feb. 25

5 Days 16 17 18 19 20

Feb. 27Mar. 3 Monday

Week 26 Feb. 27

Tuesday Wednesday Thursday

Feb. 28 Feb. 29 Mar. 1

4 Days 21 22 23

Staff & Faculty Meeting WASC FINAL DRAFT TO SEND TO VC.

Eng & Science Dept. Meeting Math & Soc. Studies Dept. Meeting Vocational Dept. Meeting WASC Meeting/Valentine Day QTR 2 Report Card Conference/Valentine Activity

Assem/WASC Meeting Principals & Chairperson's Meeting Staff & Faculty Meeting SCHOOL VARIETY SHOW SCHOOL VARIETY SHOW

Assembly/WASC Meeting Principals & Chairperson's Meeting/PTA Meeting Nuclear Victims Remembrance Day

70 February 8, 2012

Assem/Grades Due WASC Meeting

Friday

Mar. 2

24

Mar. 6-10 Monday Tuesday Wednesday

Week 27 Mar. 5 Mar. 6 Mar. 7

5 Days 25 26 27

Thursday Friday Saturday

Mar. 27-31 Monday Tuesday Wednesday Thursday Friday

Mar. 8 Mar. 9 Mar. 10 Week 28 Mar. 12 Mar. 13 Mar. 14 Mar. 15 Mar. 16 Mar. 17 Week 29 Mar. 19 Mar. 20 Mar. 21 Mar. 22 Mar. 23 Mar. 24 Mar. 25 Week 30 Mar. 26 Mar. 27 Mar. 28 Mar. 29 Mar. 30

Apr. 3-7

Week 31

Monday Tuesday Wednesday Thursday Friday

Apr. 2 Apr. 3 Apr. 4 Apr. 5 Apr. 6

Apr. 10-14

Week 32

Monday Tuesday Wednesday Thursday

Apr. 9 Apr. 10 Apr.11 Apr. 12

Mar. 13-17 Monday Tuesday Wednesday Thursday Friday Saturday Mar. 19-23 Monday Tuesday Wednesday Thursday Friday Saturday Sunday

28 29

5 Days 30 31 32 33 34

5 Days 35 36 37 38 39 40

5 Days 41 42 43 44 45

Assem/Eng & Science Dept.Meeting/CMI TEST Math & Soc. Stud. Dept. Meeting/CMI TEST Voc. Dept. Meeting/CMI TEST WASC Meeting

WASC/Meeting & Preparation WASC/Meeting & Preparation Principals & Chairpersons Meet.

WASC Visiting Team arriving WASC SCHOOL VISIT

Assembly/WASC SCHOOL VISIT/Assem WASC SCHOOL VISIT PTA Meeting Senior Review

4 Days 46 47 48 49

Senior Review/Principals & Chairperson's Meeting Senior Exam Senior Exam Senior Practicum Orientation Good Friday `

5 Days 50 1 2 3

71 February 8, 2012

WASC Meeting/PLAY Dress Rehearsal PLAY at MIHS CAMPUS PLAY at MIHS CAMPUS Staff & Faculty Meeting/PLAY AT MIHS CAMPUS QTR 3 Mid-Term Report Due/PLAY PLAY at MIHS CAMPUS

QTR 3 Ends/Assem/Review/Senior Practicum begins QTR 4 Begins/Grades 9, 10 & 11 Review Grades 9, 10, 11 Review Grade 9, 10 & 11 Exam

Friday

Apr. 13

4

Apr. 17-21 Monday Tuesday Wednesday Thursday Friday

Week 33 Apr. 16 Apr. 17 Apr. 18 Apr. 19 Apr. 20

5 Days 5 6 7 8 9

Apr. 24-28 Monday Tuesday Wednesday Thursday Friday

Week 34 Apr. 23 Apr. 24 Apr. 25 Apr. 26 Apr. 27

5 Days 10 11 12 13 14

May. 1-5 Monday Tuesday Wednesday Thursday Friday

Week 35 Apr. 30 May. 1 May. 2 May. 3 May. 4

May. 8-12 Monday Tuesday Wednesday Thursday Friday

Week 36 May. 7 May. 8 May. 9 May. 10 May. 11

5 Days 19 20 21 22 23

May. 15-19 Monday

Week 37 May. 14

5 Days 24

Tuesday Wednesday Thursday Friday

May. 15 May. 16 May.17 May. 18

25 26 27 28

May. 22-26 Monday Tuesday Wednesday Thursday

Week 38 May. 21 May. 22 May. 23 May. 24

5 Days 29 30 31 32

4 Days 15 16 17 18

72 February 8, 2012

Grade 9, 10 & 11 Exam

Eng & Science Dept. Meet Math & Soc. Studies Dept. Meeting Vocational Dept. Meeting Staff & Faculty Meeting QTR 3-Grades Due

Assembly/Principal's & Chairperson's Meeting PTA Meeting

Assembly RMI CONSTITUION DAY Staff & Faculty Meeting QTR 3 -Report Card

Assembly Principals & Chairperson's Meeting/PTA Meeting Staff & Faculty Meeting QTR 4 Mid-Term Report Due

Eng & Science Dept. Meeting Math & Soc. Studies Dept. Meeting Vocational Dept. Meeting

Friday

May. 25

33

May. 29-June.3 Monday Tuesday Wednesday Thursday Friday

Week 39 May. 28 May. 29 May. 30 May. 31 June. 1

5 Days 39 40 41 42 43

June. 5-9 Monday Tuesday Wednesday Thursday Friday

Week 40 June. 4 June. 5 June. 6 June. 7 June. 8

5 Days 44 45 46 47 48

June. 1216 Monday Tuesday Wednesday Thursday Friday

June. 1923

Week 41 June.

11 June.

12 June.

13 June.

14 June.

15

Friday

Week 42 June.

18 June.

19 June.

20 June.

21 June.

22

June. 25-29

Week 43 June.

25

Monday Tuesday Wednesday Thursday

Staff & Faculty Meeting Senior Practicum Ends

Principals & Chairpersons Meeting PTA Meeting Staff & Faculty Meeting

49

Assembly/Senior Review

50

Senior Review

51

Senior Exam/Review for Grades 9, 10 & 11

52 53

Senior Exam/Review for Grades 9, 10 & 11 9, 10 & 11 Review/Grades Due for Seniors/Banquet

55

Grades 9, 10 & 11 Exam

56

Grades 9, 10 & 11 Exam

57

Graduation Preparation

58

GRADUATION

59

60

73 February 8, 2012

Assembly

Grades Due for Grades 9, 10 & 11

June.

26 June.

27 June.

28 June.

29

Submitted by

61

Inventory

62

Return Keys

63

Return Keys

64

SCHOOL CLOSES OUT

Concurred by

Evelyn Konou Principal, MIHS

Allison Nashion Assist. Secretary Secondary & Vocational Education

Concurred by

Approved by

Gary Ueno

Secretary of

Nidel Lorak (Minister in the Fall, 2011.)

(As of January, 2012, the Minister is Dr. Hilda C. Heine) Minister of Education

Education

74 February 8, 2012

Appendix D: 2011-2012 Class Schedules

75 February 8, 2012

76 February 8, 2012

77 February 8, 2012

Appendix E: Test Results Secondary Level English Proficiency Test Results 2011 FRESHMEN SLEP TEST RESULTS BY SECTION Section

Listening

Reading

Average

9A

19.6

21.6

41.2

9B

15.7

17.7

33.4

9C

15.0

16.3

31.3

9D

15.0

16.6

31.6

9E

16.0

17.9

33.9

9F

16.8

17.2

34.0

9G

16.5

17.0

33.5

9H

15.4

16.1

31.5

13.8

15.1

28.9

15.0

15.7

30.7

15.88

17.12

33.0

*9J 9K Average

78 February 8, 2012

Japanese Overseas Cooperation Volunteer Test JOCV TEST CONTENTS BY GRADE Grade

Common Contents

Contents of each grade

9th 10

th

11th

Integer, Decimal, Fraction, Percent, Ratio, Data and Statistics, Prime factorization, Simplifying expressions, Linear equation, Sequence, Area, Probability, Problem solving

12th

Evaluation, exponent, Decimal-Fraction-Percent, Square root, Inequality, Problem solving, Linear function, Quadratic functions and equation Evaluation, Linear equation, Inequality, Area of compounded figure, Angles, The sum of interior angles of polygons, Surface area and volume, Triangle Proportionality Theorem, Problem solving, Transformation Exponent, Quadratic equation, Inequality, Problem solving, System of equation, Pythagorean Theorem, Graph of quadratic function

Figure 1. MIHS Test Results of JOCV Test

79 February 8, 2012

Figure 2. MIHS Test Results of JOCV Test

Figure 3. MIHS Test Results of JOCV Test

Figure 4. MIHS Test Results of JOCV Test 80 February 8, 2012

Figure 5. MIHS Test Results of JOCV Test

Figure 6. MIHS Test Results of JOCV Test

Figure 7. MIHS Test Results of JOCV Test 81 February 8, 2012

Appendix F: Mid-Quarter Progress Report Marshall Islands High School Phone number: 625-3255 Student: _________________________

Date:__________

Grade /Sec._____________

Quarter: ____________

Teacher Name: _____________________

Signature: ____________________

Dear Jinen&Jemen, Ij kejelaiki komro kin jet aban ko ij loe rej walok ilo an ajiri in katak ilo subject in ak kein. (This is to inform you that your student is having difficulty making satisfactory progress and a C or better grade in the class(es) indicated.)

Subject

Current grade

Subject

Current grade

Grade eo/ko an rijikul in rej alikar bwe elap air etta jen jonak eo ekkar bwe en kar komane ilo subject in /kein ekkar non grading system eo an MIHS.(The student’s grade(s) are much lower than what he/she should be achieving under MIHS’ grading system.)

Problem area(s): Missing homework 

Homework not done correctly 

Test scores  Attendance 

Other (explain): ____________________________________________________________________ ===========================================================================

Counselor Section Attendance an rijikul in ej lajrak einwot in: Excused absences: ________ days

Total days of school: ____________ Unexcused absences: ________

Jouij im itok im konono iben School Counselor _______________________________ Date: ________________

Awa eo: __________

Kommol.

Counselor

Phone number: _________________

Marshall Islands High School

email: ______________________________

Met with student – notes, date: Met /talked with parents – notes, date: ===========================================================================

Parents’ and Student’s Section Jinen&Jemen,Jouij im sign ilol. Koroltok pepa in iliju non Counselor eo..Elane ewor kajitok , jouij im call ak letok ilo jeje lomnak ko am. (Please sign below and return it tomorrow to the Counselor. If you have questions, call 625-3255) ________________________________ Rijikul

_________________________________

Date

Parent / Guardian

Copies: Parents, Teacher, Student, Counselor, File

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Date

Appendix G Writing to Read Across the Curriculum Summer Professional Learning Experience for RMI MOE Marshall Islands High School Teachers

Pacific Resources for Education and Learning (PREL), in collaboration with the RMI Ministry of Education (MOE) and the College of the Marshall Islands (CMI), PREL proposes the following 3‐ week summer institute for high school teachers to consolidate and extend knowledge and practices around standards‐based content literacy—reading and writing for English, social studies, science, and math. The 15‐day institute involves hands‐on learning (content knowledge development) and pedagogical analysis framed by an evidence‐based approach to academic literacy, Writing to Read (Graham & Hebert, 2011). Writing to Read will be a process integrated into planning for student learning that addresses the RMI content standards. Collaboratively developed lessons will be built on the underlying principles of Understanding by Design (Wiggins and McTighe, 2005). They will have a strong emphasis on, and connections among, inquiry, knowledge, language, and culture. In addition, teachers and MOE staff will be called upon to contextualize the learning experiences to the Marshall Islands.

We recognize that the majority of the teachers and students are English learners and therefore frame the institute with this understanding. The first week focuses on building teachers' background knowledge and practices with content literacy. Weeks two and three offer a 'content literacy camp' for incoming sophomores each morning. Afternoons offer time for teachers to debrief, reflect, and prepare for teaching the next day.

Teachers will be organized as school‐based content learning communities, a structure that can be continued through the 2012‐13 school year to support continued strengthening of knowledge and skills introduced during the summer professional experience.

As well, select Ministry staff capacity will be built to lead the institute independently at other RMI high schools and to follow‐up and provide support to all high school teachers regarding writing across the curriculum. Three pre‐institute knowledge‐building sessions will be held virtually to ensure a shared understanding of the main topics addressed at this institute. Two post‐sessions will provide the Ministry staff with support to sustain and scale‐up this effort.

Outcomes 1. Teachers increase their content‐area literacy in English.

2. Teachers improve their ability to plan for literacy development in content classrooms.

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3. Teachers gain competency in using key content literacy strategies and formative assessment processes in the learning environment.

4. Teachers improve their skills in planning for instruction which address the RMI standards, are focused on learning, and result in students transferring their knowledge through writing and eventually, through other products and project‐based experiences.

5. Teachers collaborate and engage in reflective practice more beneficially.

6. RMI MOE specialists have the capacity to lead this institute at outer island high schools in the RMI.

Summer Content Literacy Institute

Week 1 builds content knowledge in vocabulary, comprehension strategies, writing various text types, and hands‐on, interactive group work. Topics are chosen specifically so teachers understand how to facilitate improvement in students' content literacy skills through writing to read strategies and related formative assessment processes. Learning communities of teachers will be formed creating a Humanities (English and social studies) learning community and a STEM (math and science) learning community, where teachers will work together to practice applying strategies and processes in the humanities or STEM.

Weeks 2 & 3 offer multiple opportunities for teachers to observe demonstrations of exemplary practices by staff from PREL, the RMI MOE professional development team, CMI faculty, and other teachers. Teachers will also have time for preparing, delivering and debriefing lessons within a small group, the learning community. Learning communities focus on specific content literacy topics they will teach (e.g., how to construct cause and effect ideas in language; how to write a biography; how to write science) and related formative assessment processes they will use (e.g., peer assess using a writing rubric) as they prepare and teach lessons. Mornings are for practical experiences of observing demonstrations, teaching students and reflecting on the experiences. Afternoons are devoted to re‐learning and extending knowledge as well as preparing teaching activities for the next morning. Each Friday, the learning community considers the next steps and plan for what is ahead.

The MOE professional development team will participate throughout these two weeks. They will be both mentors for the high school staff and learners working with PREL staff to further develop the knowledge and skills necessary to conduct future institutes and sustain on‐going improvement.

Weekly Overview

Sample Daily Overview

Week 1:

Hands‐on conceptual learning with a literacy focus (reading or

writing)

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PEDAGOGICAL AND CONTENT

Learn and reflect on instructional practices used in hands‐on

KNOWLEDGE FRAMED BY

conceptual learning (writing to read, formative assessment)

LITERACY

Debrief and reflect on literacy practices, own and students Planning for learning: Designing instruction focused on learning

Friday: transition to next steps 

Anticipate week 2 activities

Weeks 2 & 3:

Demonstrations

PRACTICE & EXTENSION

In‐class practice

Friday: transition to next steps

De‐brief and extend learning Look ahead – plan lessons Plan to implement structured learning communities in SY 2012‐13

Literary topics: writing to read, formative assessment (including rubrics), academic literacy (including vocabulary instruction, reading and writing comprehension strategies, text types), interactive tasks, structured learning communities.

Discipline themes/topics: The Summer Professional Learning Experience will include language arts, mathematics, science, and social studies. Writing to read, formative assessment, and academic literacy, and planning instruction will go across all content areas. The specific topics to be addressed in each content area and/or as part of cross‐content are instruction units will be identified in spring 2012 as part of the pre‐institute sessions. Topics will be chosen by the MOE and MIHS administrators and department heads based on input from the teaching staff and a review of student achievement data.

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Appendix H: Special Education Survey

According to the survey that there were thirty seven special education students enrolled at MIHS in the year 2009 to June 2011. Eight of them graduated from the high school. According to the report two of these graduates are working in one of the private sectors while the other four are interpreter volunteers in special education program in one of the public schools here in the island.

At present (2011‐2012) there are thirteen special education students enrolled at MIHS. Two in the 9th grade, three in the tenth, five in the 11th and three in the 12th grade.

Further survey was administered recently on the performance and the implementation of the IEP Program.

Questions in this survey was based in the IEP Program. There were 20 MIHS teachers who responded to this survey: The result is outlined below:

1. Teachers Qualification: 4 AS Degree, 14 Bachelor degrees , 1 MA

2. What Special Education Workshop, Seminar, Training Attended?

American Sign Language MIHS

IEP Workshop ______ 1

5%

BYU units for Special Education 1 5%

CMI Summer classes 1

5%

3. To what extent the participation and involvement of the special student(s) in your class activities?

Most of the time 25 % Sometimes 65% Never 10%

4. What techniques and strategies do you apply to enable the special student(s) be involved and make progress in general education particularly in your class?

An average of 77% teachers uses Individual instruction, tutoring, demonstration, group work, class socialized discussion and modified techniques.

5. What visual/audio/teaching aids and supplementary materials used that augment the special student(s) learning?

An average of 33% teachers uses pictures, map, posters, graph, flash cards and drawing.

Television and Video 12%.

6. Who modify the lesson plans to meet the needs of the special students?

Gen. Educ. Teacher 50% SPED Teacher 20% Both SPED and Gen. Educ. Teach. 30%

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7. To what extent the participation and involvement of the special students in class activities along with the non‐special education students.

Most of the time 20% Sometimes 60% Never 20%

8. To what extent the participation and involvement of the special students in non‐academic and extra‐ curricular activities along with the non‐special students.

Most of the time 40% Sometimes 40% Never 20%

9. What are the special students basis of grades?

Most teachers uses class work, attendance, projects and home work an average of 73%. Exam and tests 25%.

10. Who decided the special students grade for the final quarters report to parents?

Gen. Educ. Teacher 50% SPED Teacher 40% Both Sped and Gen. Educ. Teac. 10%

11. Who filled up the IEP Report of special students to parents?

Gen. Educ. Teachers 10% SPED Teachers 40% Both SPED and Gen. Educ Teac. 10%

(I don’t know 35%)

12. To what extent the SPED Teacher(s) follow up the learning activities of the special students in your class?

Most of the time 10% Sometimes 50% Never 40%

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